Advanced Air Quality

Running head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1

 

A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2

 

A Permit by Rule (PBR) Application for an Interior Surface Coating Facility

[Student name here…remove brackets, too]

Columbia Southern University

Abstract

 

Block one full paragraph (no indenting the first line). Provide one full sentence each week as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the week eight material is complete, you will have eight sentences in this abstract (one for each week).

 

A Permit by Rule (PBR) Application for an Interior Surface Coating Facility

General Considerations for Operation

Start typing here for Unit 2 in non-italicized font, citing with CSU APA Citation Guide p. 6 styled citations to defend what you state as fact. Follow the Study Guide calculation instructions carefully. Remove the remaining blank sections before submittal each week.

VOC and ES Content per Vehicle

Blank for Units 2-8. Fill this in for Unit 3. Be sure and show (illustrate) your actual mathematical calculations for Units 3-7 sections, rather than describe them. For example: 2.8 lbs/gal of VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle

Operational Air Emission Rates

Blank for Units 3-8. Fill this in for Unit 4.

Operational Face and Filter Velocities

Blank for Units 4-8. Fill this in for Unit 5.

VOC Content Minus Water and Exempt Solvents

Blank for Units 5-8. Fill this in for Unit 6.

Heater and Oven Combustion Emissions

Blank for Units 6-8. Fill this in for Unit 7.

Pollution Control Technologies

Blank for Unit 7. Fill this AND the next level 1 heading section in for Unit 8.

Process Flow Diagram

Blank for Unit 7. Fill this AND the previous level 1 heading section in for Unit 8.

References

Godish, T., Davis, W. T., & Fu, J. S. (2015). Air quality (5th ed.). Boca Raton, FL: CRC Press.

Texas Commission on Environmental Quality. (2011). Surface coating facilities: A guide for

obtaining air authorization in Texas. Retrieved from

https://www.tceq.texas.gov/searchpage?cx=004888944831051571741%3Auk- 3yh4pey8&cof=FORID%3A11&q=Surface+Coating+Facilities%3A+A+Guide+for+Obt aining+Air+Auth orization+in+Texas

 

List additional references here alphabetically. Be sure and double-space and hang-indent each

subsequent line for each reference entry, formatting to CSU APA Citation Guide

pp. 8-12.

 
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Reword Assignment Chapter 4

Chapter 4 reword

Discussion Questions

1. Many believe that truly addressing inequities in the food system requires going beyond food to address inequities in society. Yet, those social inequities are difficult to change for many reasons. Where would you focus your energy?

Answer: I will focus my energy more on food equities because the nature of the food system- from agricultural production through retailing and consumption to trade contributes to food insecurity and inequities in diet-related health. The food system is also a major contributor to climate change and is increasingly affected by it, thus resulting in reduced quantity and affordability of food in many countries. This contribution is predicted to increase and to cause disproportionate harm too vulnerable populations.

2. The authors note that in some cases their discussion of how our food system affects inequalities is speculative (particularly due to a lack of evidence on pathways from broad national and international food systems forces to health inequalities). Do you agree? Why and why not?

Answer: I agree with the speculations because from the text, its been shown how food system and its components are key loci and contributors to explaining health disparities. The products and externalized costs of our food production system are inequitably distributed throughout society, as a result of supply, demand, and other social and economic factors. The determinants of disparities are like a prism, refracting the elements of our food system and making them differentially available, accessible, and even preferred by various sectors of society. The UN has defined food security as a situation whereby “all people, at all times, have physical, social and economic access to sufficient, safe and nutritious food that meets their dietary needs and food preferences for an active and healthy life.”

3. Julie Guthman’s piece, “Foodies on a Mission,” is provocative. What you think of her view of a civilizing mission in the alternative-food movement?

Answer: I think her mission is to a positive one that would change people’s way and manner of eating, educating them on how to eat healthy and not just to consume junks thinking they’re eating food. And this is common amongst the colored people who just eat all they find at the grocery stores not even bothered about how the food comes about, its nutritional value, or even the mode of preservation, as long as it is present in the neighborhood store, it is believed to be good food, so the ‘civilizing mission on the alternative food movement would open their eyes to what food is and not the junks they are used to, and as it is called a mission it should be something that should be worthy of emulation and not imposed on the people.

 

4. Patricia Allen writes, “Although local food movements cannot be held responsible for rectifying injustices of the past, neither is it clear how physical geography is a defensible arbiter for boundaries of caring, action, or understanding.” Do you think we should have some special responsibility to those who are more local to us?

Answer: yes, I think we should have some special responsibility to those who are more local to us because if there are people assigned with special responsibilities, local food movements would be controlled, and locals would also be responsible for feeding themselves in a way to make it go round the community.

5. The chapter authors write that it is possible that over the middle and longer term, food system environmental threats might contribute to making the healthy and sustainable choice the affordable choice. Do you agree or disagree?

Answer: I totally agree with the author, it is possible that over the middle and longer term, food system environmental threats might contribute to making the healthy and sustainable choice the affordable choice.

 
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36123 – 1 – Page Within 6 Hrs

36123 Topic: SCI 207: Our Dependence upon the Environment

Number of Pages: 1 (Double Spaced)

Number of sources: 2

Writing Style: APA

Type of document: Essay

Academic Level:High School

Category: Environmental Issues VIP Support: N/A

Language Style: English (U.S.)

Order Instructions: Attached

Week 4: Discussion 1

No unread replies. 1 reply.

Your initial post is due on Day 3 (Thursday). You must complete the three tasks detailed below to receive full credit for this discussion. Replies are optional, and you have until Day 7 (Monday) to respond to your classmates.

A Carbon-Neutral Community Plan for Ashfordton [WLO: 1] [CLOs: 3, 4, 6]

Imagine that you are a resident of Ashfordton, a community whose characteristics are described below. You have come together with your neighbors for a special meeting to devise a plan for helping the community become carbon-neutral by 2050, meaning that by that time, no net carbon dioxide emissions will be produced by residents as a whole.

Fortunately, you have all showed up to the meeting with lots of knowledge you gained from your readings in this course. Now it is time to put your thinking cap on and get to work! Your plan should consist of the following elements:

Energy conservation measures (e.g., promoting carpooling by adding special lanes to local highways)

Steps to move toward sustainable energy production (e.g., installing solar panels on town government buildings)

Reducing energy consumption will help, but some actions will have to involve switching to other power sources for buildings and vehicles as well.

This week’s discussion will take place in an online app called “Tricider.” There, you will be able to post your ideas for plan components and also share pros and cons of different proposals during the week. Finally, you will be able to vote on what you think should be in the plan.

For directions on how to use the Tricider app, please review the Tricider Help GuidePreview the document. In Tricider, you will be expected to do the following:

Post at least two separate and unique ideas.

Include your full name for each one.

Post at least six different pros and cons for your classmates’ proposed ideas.

Vote on what you feel are the top three ideas in the list.

Do not vote before Friday.

You must complete the three tasks above to receive full credit for this discussion.

Please note: You are welcome to post questions and comments to this board for this instructor; however, this discussion board does not have any posting requirements of its own, and no additional credit will be given for posts made here.

Below, the instructor will post both

The Ashfordton description you will be using for this activity and

The link you will be using to access Tricider for the activities below.

Search entries or author

Search entries or author

Filter replies by unread

Reply Reply to Week 4 – Discussion 1

COLLAPSE SUBDISCUSSIONAdam Selhorst

Adam Selhorst

Dec 31, 2018 Dec 31, 2018 at 2:24pm

As explained above, all discussions will take place in tricider located here: https://www.tricider.com/admin/2bjSOwEb4fB/9rusU2eu59x (Links to an external site.)Links to an external site.

Ashfordton:

Population: 32,000

Avg. High Temp (Dec): 34oF

Avg. High Temp (June): 62oF

Annual Precipitation: 62 in.

Urban Area: 14 sq. mi.

Main Power Source: natural gas

Overview:

The community of Ashfordton is located near sea level at the base of a snow-capped mountain, on a secluded ocean inlet, surrounded by rugged, forested land. The only access to the city is by ferry or plane; no roads connect it to other communities in the region. Winters are wet, mild, and long. The city serves as the capital for the state of New Bridgepoint. As such, government agencies are its leading employer, though tourism is also a major source of income, followed by commercial fishing. The city is renowned for its scenic beauty; tall mountains capped by glaciers can be seen from the downtown.

Required Resources

Text

Bensel, T., & Turk, J. (2014). Contemporary environmental issues (2nd ed.). Retrieved from https://content.ashford.edu

Chapter 6: Fossil Fuels and Minerals

Chapter 7: Global Climate Change and Ozone Depletion

Chapter 8: Renewable Energy, Nuclear Power, and Energy Efficiency

Supplemental Material

Carolina Distance Learning. (n.d.). Greenhouse gases and sea level rise investigation manualPreview the document [PDF]. Retrieved from https://ashford.instructure.com

This lab manual provides background information about greenhouse gases and will assist you in your Greenhouse Gases and Sea level Rise Laboratory assignment. This manual is available for download in your online classroom.

MAKE A COMMENT

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IdeasPros and cons Votes

Use outside resources such as wood to create a fireplace instead of using a heater when it is cold and switching out lightbulbs or any items that can be replaced with energy efficient appliances.

by Clarissa Ontiveros

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Complete a home assessment to determine if the house is adequately sealed and insulated. Add insulation in areas where it might be missing like walls or ceiling. Check doors and windows; seal cracks or gaps where airflow is present by adding caulk, foam or weather strips. Taking these steps can r… more

by Teresa Bautista

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Research solar incentive programs and encourage the use of solar panels for homes, schools, and businesses.

by Rebecca Fenton

Recommended Resources

Multimedia

The Daily Conversation. (2015, December 2). Climate change explained (Links to an external site.)Links to an external site. [Video file]. Retrieved from https://youtu.be/ifrHogDujXw

This video provides information about global climate change and may assist you in your Sustainable Living Guide Contributions, Part Four of Four: Sustaining Our Atmosphere and Climate assignment.

Accessibility Statement (Links to an external site.)Links to an external site.

Privacy Policy (Links to an external site.)Links to an external site.

Web Pages

National Aeronautics and Space Administration. (n.d.). Global climate change: Vital signs of the planet (Links to an external site.)Links to an external site.. Retrieved from https://climate.nasa.gov/

This web page provides information about global climate change and may assist you in your Sustainable Living Guide Contributions, Part Four of Four: Sustaining Our Atmosphere and Climate assignment.

Accessibility Statement (Links to an external site.)Links to an external site.

Privacy Policy (Links to an external site.)Links to an external site.

National Institute of Environmental Health Sciences. (n.d.). Air pollution (Links to an external site.)Links to an external site.. Retrieved from https://www.niehs.nih.gov/health/topics/agents/air-pollution/index.cfm

This web page provides information about air pollution issues and may assist you in your Week Four Assignment.

Accessibility Statement (Links to an external site.)Links to an external site.

Privacy Policy (Links to an external site.)Links to an external site.

Visualizing and understanding the science of climate change (Links to an external site.)Links to an external site.. (n.d.). Retrieved from http://www.explainingclimatechange.ca

This web page provides a learning module with information about the science of climate change and may assist you in your Week Four Assignment.

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Privacy Policy does not exist.

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SCI 207 Our Dependence Upon The Environment WK1-J

Ecological Footprint Update and Course Reflections

[WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4, 5, 6]

Welcome to SCI207! Throughout this course, you will be asked to keep a  journal about your experience in the class. The purpose of this  activity is to enable you to reflect on your learning: what new things  you have discovered, what surprises you have encountered, what topics or  ideas you have found particularly challenging, and how the course is  going for you. During the five weeks in which you are participating in  the Environmental Footprint Reduction Project, in Week 2 through Week 4  you will also use this journal as a space for a progress report on your  efforts. Your entries will be evaluated in terms of how well they met  the topic and length requirements, and your writing clarity.

Complete the following:

  • In the first paragraph or two of your first journal entry, please  reflect on your previous experiences, if any with environmental science  and environmental issues. What new things do you hope to learn in this  course? What concerns or fears do you have about this class? What  strategies to you plan to put in place to address them?
  • In another one or two paragraphs, share your thoughts about the  first week of class. What did you learn? What experiences stand out for  you? What tasks or content did you find difficult or frustrating? What  activities did you find surprising or exciting? Looking ahead, what are  your intrigued or concerned by in the second week of the course?
  • Finally, make a list of at least five lifestyle changes you plan to  commit to making for your course-long Ecological Footprint Reduction  Project.  Once you have recorded them in your journal, you should begin  taking those steps and keeping a weekly journal record of your efforts.  You will report on the results in a class discussion in Week 5.
 
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Research Project Step 4: Executive Briefing

UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE

WRITING AN EXECUTIVE BRIEFING

Introduction: At some point during your career you will be asked to brief an executive audience on some work-related issue or project. The briefing may be in writing, in person (e.g. a live or oral presentation), or both. Below are some guidelines for executive briefings that may help you be more successful.

The Purpose of an Executive Briefing

You may be asked to give an executive briefing that is purely informational in nature. It is much more likely, however, that the purpose of your briefing will be to obtain something from the executive audience. You might seek to obtain:

· permission to carry out a project or a policy/process change;

· the resources needed to carry out a project or action; or

· something else that only the executives of your organization can provide.

What do we mean by Executive?

Executives are persons who possess the highest level of decision-making authority in an organization. Executives typically set organizational missions and goals; decide major policy initiatives; and have the final say in allocating the organization’s resources.

In the private sector, an organization’s executives (sometimes referred to as “executive officers”) will include the President/CEO (Chief Executive Officer), the Senior Vice Presidents, and such persons as the CFO (Chief Financial Officer). In the public sector, executives may have similar titles; they may also have different titles depending upon the nature and structure of the organization. For example, in a local law enforcement organization the Sheriff or Police Chief is certainly an executive officer, as are any senior offices to whom the Sheriff or Chief has delegated a high level of decision-making authority.

Characteristics of an Executive Audience

In preparing a briefing for an executive audience, keep in mind that executives have certain characteristics that influence various aspects of your briefing.

1. Executives are very busy people with a lot of demands on their time.

2. Executives are used to thinking strategically (the “Big Picture” rather than the localized operational details).

3. Executives tend to evaluate ideas and actions as they relate to the Vision, Mission, and Strategic Plans of the organization.

4. Executives have a bottom-line orientation.

5. Executives are not easily fooled.

What do these characteristics mean for you, the person preparing and/or delivering the briefing?

1. Your briefing will be shorter than a document or presentation prepared for a different type of audience (e.g. an audience of your peers, or of specialists in the subject).

2. Your briefing will have fewer details in it.

3. Your briefing will show that the ideas or recommendations in it are congruent with your organization’s Mission and Vision.

4. Your briefing will cover the financial and/or resource implications of your request or proposal.

5. Your briefing will have to be accurate, well-argued, and supported by evidence or data.

Let’s look at each of these items separately.

Length/Duration: If you hand an executive a 60-page briefing document, chances are very good that she will not read it. It’s not that she’s rude or dismissive of your work; it’s simply that she has neither the time nor the inclination to do so. Furthermore, as an executive she is used to quickly evaluating information, making a decision, and then moving on to the next item. The same thing is true of a “live” presentation; if you prepare an MSPowerPoint slideshow with 45 slides and ask for an hour in which to present it, the executive audience will likely stop listening to you after your fourth or fifth slide. It is your responsibility to present the key features of your proposal or recommendation in a short, succinct manner.

Level of Detail: In your position within the organization you and your colleagues no doubt understand and apply a very large amount of detailed knowledge to get work done. You may be tempted to include such details in your executive briefing on the grounds that they are important to the overall argument. Remember, though, that the executives in your organization are several levels removed from purely operational matters. Too much detailed information may confuse or distract them from your main points.

Mission and Vision: An organization’s mission and vision statements are among the tools with which executives evaluate the merits of a proposal or recommendation. In many cases, the executives are evaluated by how well they achieve the carrying out of the mission and vision. In your briefing you will need to address the mission and vision and, if appropriate, demonstrate how your proposal or recommendation aligns with, and helps to fulfill, the mission and vision.

Financial and Resource Implications: The ideas you present in your briefing may seem like the greatest things in the world to you, so great that they should be acted upon immediately regardless of cost or impact to the organization. Keep in mind, though, that the organization’s executives are the ones who have to sign the checks, pay the bills, etc. In your briefing you will have to let them know how much your proposal is going to cost, or how many resources will have to be added or diverted to carry out your recommendation, so that they can weigh the costs/benefits as part of the decision-making process.

Argumentation and Accuracy: People who rise to executive levels within organizations are likely to be very smart. Further, they’re also likely to be sensitive to logic and to the appropriate use of evidence. If you try to fool them, they will know. If you try to manipulate data to make a situation look more attractive or beneficial than it really is, they’ll catch on quickly. If you try to make up an answer to a question they pose to you, they’ll figure it out and you will lose credibility in their eyes. Therefore, the arguments you make in your briefing must be solid, and the data you present in support of those arguments must be accurate and properly presented.

Guidelines for Preparing a Written Executive Briefing

1. Keep it as short as possible. If you have no choice but to provide a great deal of information (or if you were specifically asked to do so), then prepare an Executive Summary for your briefing document. An Executive Summary is a short (typically four paragraphs of four sentences each) description of the main points in the document, for example:

a. The Problem or Situation to be Resolved or Addressed;

b. The Proposed Solution or Recommendation;

c. The Costs of the Solution or Recommendation;

d. The Benefit(s) to the Organization of the Solution or Recommendation.

2. Don’t overuse charts, tables, and graphs. These items are, of course, useful for displaying large amounts of data. They are more effective, however, when used sparingly. Also, be sure that the charts, tables, and graphs can be read and easily understood when placed in a written document.

3. Make the document as “readable” as possible. By this we mean apply the general principles of good business writing, for example:

a. Use an appropriate font and font size;

b. Leave a suitable amount of “white space” on the pages (don’t use very narrow margins or try to cram too much text onto a page);

c. Avoid long sentences.

d. Avoid overuse of the passive voice.

e. Use informative section headings (and make sure to provide a Table of Contents for them).

f. Use “vertical lists” for long lists (i.e. more than three items in the list)

4. Provide references for any documents or sources quoted in the briefing. This seems pretty obvious, but a surprisingly large number of people forget to do this, especially when they’re in a hurry to complete the briefing document.

5. Present the main recommendation, proposal, or feature of your briefing early in the document. If your briefing is about a recommended policy change or purchase of equipment, state that on the first page of your document (and in the first paragraph of your Executive Summary, if you prepare one).

Guidelines for Preparing an Oral Executive Briefing

1. If you use a presentation medium such as MSPowerPoint, treat your presentation as if it were a document. In other words, apply the four guidelines listed above to the preparation of your PowerPoint slides.

2. Do not give your audience documents (including copies of your slides) before your presentation. If you do, you run the risk that your audience will start reading the documents rather than paying attention to your briefing. You can hand out written materials after your presentation.

3. Be prepared for questions. If your presentation is effective, it will likely trigger questions from the executive audience. Have material with you that you can consult when trying to answer a question. If you don’t know the answer and don’t have the appropriate material with you, say so and offer to get the answer for the questioner as soon as possible.

4. Be respectful but confident. As the presenter of the briefing, you are viewed as the expert on the contents. Make eye contact with the audience; control the flow of the presentation (e.g. stipulate that you would prefer questions to be held until the end of the presentation); and don’t make apologies for being unable to answer a question right on the spot.

Conclusion: Writing for, and presenting to, an executive audience is challenging but sometimes necessary for you to succeed in your profession. Be mindful of the characteristics of the executive audience and shape your briefing accordingly.

1

 
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Assignment 2: Environmental Policy

There are several environmental laws, regulations, and policies that currently influence your life, and they include the following:

  • NEPA
  • The Clean Air Act
  • The Clean Water Act
  • The Endangered Species Act
  • The Superfund
  • CITES
  • The Montreal Protocol
  • The Basel Convention

Choose one of these environmental regulations, or another policy that interests you; then, research your chosen regulation or policy’s requirements and environmental and economic impacts. Remember that the Strayer Library is a good place to start. http://research.strayer.edu

Write a 3–5-page paper in which you do the following:

  1. Describe three key elements of the regulation or policy you chose. Specifically, discuss who is affected and what actions they are required to undertake, including federal and state agencies and specific industries, and how these requirements are enforced.
  2. Assess three effects this regulation or policy had on our environment. Next, quantify its effects, if possible, to analyze whether or not the regulation had the desired effect on the environment.
  3. Discuss three economic effects of your chosen policy or regulation. Next, describe the direct costs of implementation, as well as the effect the regulation has had on economic growth. If possible, find a benefits/cost analysis that will provide you with objective analyses of this regulation’s economic impact.
  4. Speculate whether or not you believe that this policy or regulation has been successful overall. Next, debate whether or not your chosen policy or regulation has promoted environmental benefits or outweighed its economic costs. Lastly, determine whether you would recommend renewing this policy or regulation when it comes to its expiration date, or whether you should let the policy or regulation expire. Justify your response.
  5. Use at least 5 (5) quality resources/references in this assignment, in addition to the course text. Note: Wikipedia and personal blogs do not qualify as quality resources.
  6. Your assignment must follow these formatting requirements:
    • This course requires the use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
    • Be typed, double-spaced, using Times New Roman font (size 12), with 1-inch margins on all sides; citations and references must follow SWS format. Check with your professor for any additional instructions.
    • Include a cover page containing the title of the assignment, your name, your professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are as follows:

  • Analyze the negative and positive impacts of human interaction with a specified ecosystem.
  • Determine the fundamental principles of ecosystems and ecology.
  • Assess the impact and effectiveness of environmental conservation methods and policy .
 
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Enviromental Science Discussion

NO CHANGING PRICES WHEN TASK IS COMPLETED

Turkey Point: More Questions Than Answers?

The Turkey Point nuclear power station was built in 1972 by Florida Power & Light Corporation on the shore of Biscayne Bay about 25 miles south of Downtown Miami. It is the largest electrical power generating station in Florida and the sixth largest in the United States. FPL has applied to the State of Florida’s Public Service Commission and to the Federal Nuclear Regulatory Commission to build two additional reactors on this site.

After reading your textbook’s section on how electricity is generated by nuclear fission, read the following articles for backgrounding prior to participating in this Forum.

A. As someone who lives and votes in South Florida (if you don’t live in South Florida, imagine that you live and work in downtown Miami – 25 miles away from Turkey Point as the Turkey Vulture glides), you will create a list of six (6) questions in rank order of importance to you about FPL’s nuclear power operations.

For each question, briefly (at least two complete sentences) explain why it is important that you get an answer to this question – now!
Use the following format to earn up to 12 points (2 points/question + reason)

Question 1:
Reason 1:

 
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ESA Renewable Energy – Capstone

Renewable Energy: Capstone

Introduction

 

Renewable energy is the key to a sustainable future. All other forms of energy will eventually run out, whether it is oil within the next century or coal within the next several hundred. At some point in the future, we will need to be totally reliant on renewable forms or else we will have nothing left to “burn”.

 

Renewable energy is also a key to a sustainable future in that it has a much smaller environmental impact. The largest impact for many renewable forms is the damage done in getting the materials to make the machinery to harvest the energy. For some, the only other impact is aesthetic (ugly solar panels and noisy windmills); for others, the impact can be fairly large (river ecosystem converted to lake by hydroelectric). However, the overall impact is much smaller than fossil fuels or nuclear energy, which has large extraction and waste problems.

 

The drawbacks to using renewable energy are availability and economics. Some forms of renewable energy are not readily available in certain locations, such as solar panels in a cloud forest. In other locations, they might be available, but at a cost that makes them very uneconomical. Some forms of renewable energy are uneconomical no matter where they are placed.

 

Activity

 

In this capstone activity, we are going to look at the availability and economics of solar and wind power where you live. To do this, we are going to need maps of available sunshine provided by the U.S. government. We are also going to need to know the price of solar panels and wind turbines that are commercially available. Foremost, though, we are going to need to know how much electrical energy you use before we proceed to estimate the cost of using renewable energy.

 

Finding out how much electrical energy we use is actually quite easy. All that one needs to do is to either monitor their electric meter for some period of time, or review their electrical bills. Either of these two methods will give you an exact amount for how much electricity you use. However, this value will tell you nothing about the sources of your usage. It will also only tell you what your usage was for the past, which depended greatly upon conditions in the past such as the indoor and outdoor temperatures. What we really want is a way of estimating your usage in the future, and finding ways of controlling it. In order to do this, we are going to estimate how much usage you have by looking at the individual appliances in your home.

 

To help us in the venture, we are going to use the Home Energy Saver online calculator (http://hes.lbl.gov/consumer/) from the U.S. Department of Energy. This calculator allows one to make as detailed an estimate as one would like, or as general as possible. In order to have an estimate that is as accurate as possible, you will need to know some information about the appliances in your home, such as their wattage and the amount of time that they are turned on during an average week. If you cannot find that information, the calculator will allow you to choose national average values for wattages and time usage.

 

Using the calculator is quite simple. At the front page, put in your zip code. You will be sent to a page to enter some basic information about your home, such as the date that it was built, the amount of livable square footage, and the types of energy used. After filling out the appropriate slots on that page, click Save Answers. This will take you to another page that has links to various aspects about a home, such as water heater, lighting, etc. The calculator will also assign you a Session ID number, which you should write down on the activity sheet (the number is found next to the Calculate button). Clicking on each on of these factor links will allow you to personalize the information about your home, such as what type of air conditioner you have and what are your temperature settings. After you have visited a link, the page will place a blue dot by that link to tell you that you have already filled in that information.

 

When you are all done with the factors, click the Calculate button. The server will then take some time (usually 20 seconds) to calculate the usage in your home and to present the information back to you in the form of a bar graph with dollar amounts for using the different components in your home. Information about the amount of electrical energy used can be received by clicking on the “Compare” tab on the top of the page, and then “Details” underneath “Compare”. This will open a new window that contains the information. Use this information to fill in the activity sheet below.

 

Now that we have the approximate electrical energy usage per year, we are prepared to investigate the economics of using solar or wind energy in your present location. Let us start with solar energy. Use the annual solar radiation map from the National Renewable Energy Labs (http://www.nrel.gov/gis/images/map_pv_national_lo-res.jpg) to find out the average amount of solar energy that strikes a 1-m2 solar panel at your current location. Enter this value on the activity sheet and then multiply it by 365 days in order to calculate Average Annual Solar Energy (AASE) that is striking the surface in a year. Since most standard solar panels are only about 12% efficient, this number needs to be divided by 8 in order to calculate the Average Annual Solar Panel Output (AASPO) a 1-m2 solar panel per year in your area. If this number is then divided into the total amount of electrical energy needed for you home, you will have estimated the area of solar panels that you need to meet your electrical needs for the year. Using current price estimates (they vary quite a bit, but $800/sq meter is a good average) for solar panels then allows you to calculate the price of putting in solar panels.

 

After finishing filling in this data, answer the questions on the activity sheet. On the last question, you will be asked to re-visit the calculator to make changes in your home.

 

 

Go to next page…

 

ESA21: Environmental Science Activities

Activity Sheet

Renewable Capstone

 

Name:

 

1. (15 points) Initial Data

 

Area Kwhr Therms CO2 Elect. Cost Gas Cost
Heating          
Cooling          
Hot Water          
Large Appliances          
Small Appliances          
Lighting          
Total          

 

 

AASE at your location (value from map times 365) = _________ kwhr/m2

AASPO at your location = (AASE divided by 8) = ________ kwhr/m2

Size of solar panel needed for your location = Total Kwhr (from table) divided by AASPO = _______ m2

Average cost of 1-m2 commercial solar panel = $800 / m2

 

2. (10 points) Estimated cost of home solar system = Size of solar panel x average cost = $_______

 

3. (25 points) The average solar panel system should last about 25-30 years before it needs to be replaced. If you were to keep paying the same cost for electricity that you do now, how does the total cost of a solar system compare to what you will pay over that time span?

 

4. (25 points) As oil prices continue to increase, it is expected that all energy costs will go up. If this happens, you can expect to pay more for electricity in the future. If the cost were to double over the next decade, how would this affect your answer to question 1?

 

 

5. (25 points) If you used less electricity, you could put in a smaller solar system, thereby reducing your total cost. Go back to the calculator (remember your Session ID number and under the Describe tab choose Detailed Input) and make the following changes:

 

a) increase summer thermostat settings by 2 degrees,

b) decrease winter thermostat settings by 2 degrees,

c) reduce dryer loads to 0 (use a clothesline), and

d) reduce dishwasher loads to 0 (wash dishes by hand).

 

All of these changes will cost you no money. By how much did this decrease the amount of electricity you used? By how much did the size of your solar system decrease? Is your system more reasonable now?

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Environmental Science

Assignment List Week 5 PowerPoint Outline

Week 5 PowerPoint Outline

DUE: Aug 9, 2020 11:55 PM

 

Grade Details

Grade N/A

Gradebook Comments None

Assignment Details

Open Date Jul 6, 2020 12:05 AM

Graded? Yes

Points Possible 100.0

Resubmissions Allowed? No

Assignment Instructions

Instructions: Please follow these instructions to complete this assignment:

 

1. carefully read the instructions for the Week 7 assignment, PowerPoint Presentation;

2. determine your topic and begin research on it;

3. form an outline (example below);

4. include a references section with at least 5 references; and,

5. ask any related question by sending me a message.

 

 

 

Grading Rubric:

 

Submitted detailed outline using format provided in example – 20 points

Limited/focused topic – 15 points

2 well-defined solutions provided – 15 points

Each solution thoroughly explained – 5 points

4 costs and 4 benefits provided for each solution – 15 points

Each cost/benefit explained – 5 points

Recommendation given, using costs/benefits to argue for the better solution – 15 points

At least 5 references provided – 10 points

 

 

Submission Instructions:

1. copy the outline you created in MS Word by highlighting it and pressing “Ctrl C”; NOTE – You may complete the outline directly in the Rich Text Editor.

2. in the Rich Text Editor below, press the “Paste from Word” button on the top row;

3. press “Ctrl V” to paste your work; and,

4. if ready for grading, choose submit at the bottom of the page, or choose one of the other options if you’re not ready to have it graded.

 

 

 

Outline Template:

 

I. Title and name

 

A. Introduction

 

1. State environmental problem and give background

 

a. Background details

b. Background details

c. Continue as needed . . .

 

2. Environmental problem

 

a. Environmental problem details

b. Environmental problem details

c. Continue as needed . . .

 

B. Solutions to problem

 

1. Solution 1

 

a. Explain

b. Explain

c. Continue as needed . . .

 

2. Solution 2

 

a. Explain

b. Explain

c. Continue as needed . . .

 

C. Costs & Benefits

 

1. Costs of Solution 1

 

a. State and explain

b. State and explain

c. State and explain

d. State and explain

e. More if needed . . .

 

2. Benefits of Solution 1

 

a. State and explain

b. State and explain

c. State and explain

d. State and explain

e. More if needed . . .

 

3. Costs of Solution 2

 

a. State and explain

b. State and explain

c. State and explain

d. State and explain

e. More if needed . . .

 

4. Benefits of Solution 2

 

a. State and explain

b. State and explain

c. State and explain

d. State and explain

e. More if needed . . .

 

D. Recommendations

 

1. State better solution (can be a combination of the solutions)

2. Explain using costs/benefits gathered

3. Explain using costs/benefits gathered

4. Explain using costs/benefits gathered

5. More if needed . . .

 

E. References (at least 5)

 

1. APA format

2. APA format

3. APA format

4. APA format

5. APA format

6. More if needed . . .

DUE DATE: 09 AUG 2020

 
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Fire Protection Technology

Part 6: Scenario-Based Case Study

For this assignment, you will submit Part 6 of the scenario-based case study course project, which is due in Unit VIII. You should evaluate and revise the recommendations as needed during the process for each previous unit as you learn more during the progression of this course. Please continue to draw upon your imagination to think creatively on potential concerns with fire and explosive hazards, fire controls, and fire and emergency management. Look at fire protection technology in a holistic way that is significantly different from what was previously designed by thinking in isolation. You will evaluate and develop recommendations to resolve potential fires in the future.

Section I

As you make suggestions to improve the standpipe and hose systems, refer back to the background information, if needed, to provide you with the necessary material to identify the basic components common to fire protection for the City of Washington Distribution Warehouse. In addition, review the Points to Ponder Scenario in the Unit VI Lesson for additional information.

This assignment is not looking for compliance with building codes nor expecting you to be a fire protection system designer. However, the purpose of this assignment is for you to apply the concepts and knowledge you learned in this unit as you begin writing your final project covering protection systems, which will detect, contain, control, and extinguish a fire. This assignment provides you with the opportunity to use your skills, expertise, and experience to enrich your response.

Prepare a well-organized narrative addressing the standpipe and hose systems and your recommendations after reviewing the background information and information above. Your discussion will consist of your evaluation of the previous standpipe and hose system, including classification and components, using information from the textbook and any additional research needed for your recommendations for the rebuild of the warehouse, including any impairments to standpipe and hose systems.

Section II

Read the Points to Ponder Scenario in the unit lesson before responding to this section. What are the various factors surrounding the ignition of cooking oil fires involving intermediate bulk container totes? What is the most effective extinguishing method for cooking oil fires? Consider the fire dynamics of cooking oil on the design of fire protection.

For this assignment, you will write a two-page narrative (one page per section) supporting your position. Use APA level one headings for each section. The heading should be indicative of the major section to follow. You must have a title page and references page. You may use information from reputable, reliable journal articles, case studies, scholarly papers, and other sources that you feel are pertinent. You should use at least three sources, one of which must be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations following proper APA style.

 
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