® pdates

Aligns to the 2019 -2 02 0 A P U

TEACHER’S EDITION

Environmental Science
for the AP® Course
THIRD EDITION

INSIDE: Preview of
CHAPTER 13. ACHIEVING
ENERGY SUSTAINABILITY

Andrew Friedland Rick Relyea

AP® is a trademark registered by the College Board, which is not affiliated with, and does not endorse, this product.

Elizabeth Jones Elisa McCracken

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 About the Teacher’s Edition Authors

Elizabeth Jones taught AP® Environmental Science and also biology at Sacred Heart
Preparatory School in Atherton, California for seven years. Elizabeth was also the faculty
sponsor for the Green Team as well as cofounder of the Bay Area Green Council. Prior
to teaching, Elizabeth was a wildlife ecologist and worked for the Environmental and
Energy Study Institute and the U.S. Environmental Protection Agency in Washington,
D.C. Elizabeth holds a BA in environmental studies and biology from Dartmouth Col-
lege where she was a student of Andy Friedand. She also holds an MS in environmental
science from Yale University, and a PhD in tropical ecology from Yale University.
Gardner Jones

Elisa McCracken is the academic dean at Brandeis High School in San Antonio,
Texas. She has been an educator and has taught science, including biology, chemistry, and
environmental science, for 12 years. Prior to serving as an administrator, Elisa worked at
the district level in curriculum and instruction as an instructional coach for the district’s
high school science teachers. Elisa currently serves as an AP® Environmental Science
reader and consultant and works with the College Board’s curriculum and professional
development teams for pre-AP® Biology. She is passionate about challenging students to
become environmentally aware and to use that knowledge to make a positive difference
in the world. Elisa holds a BS in Genetics from Texas A&M University and am MEd in
Education Leadership from Lamar University.
Jeff McCracken

We would like to offer special thanks to the members of the third edition
supplements team: Jabin Burnworth, Manchester Junior Senior High School; Suzanne
Carmody, Widefield High School; Nathaniel F. Draper, James River Association; Chelsea
Sexton, Cobb County School District; and Erika Yates, Rensselaer Polytechnic Institute.

AP® is a trademark registered by the College Board, which is not affiliated with, and does not endorse, this product.
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 About the Program

Annotated Teacher’s Edition

Over the past few years, both seasoned AP® Environmental Science teachers and
those new to the course have been overwhelmingly positive about the Teacher’s
Edition to accompany Friedland and Relyea Environmental Science for the AP® Course.
For the third edition of the text we have continued to work with a team of expe-
rienced AP® Environmental Science teachers to bring the best possible support
for you and your students. The advent of the 2019–2020 Curriculum Framework has
inspired us to add an additional layer of teaching aids that will enable you to adapt your les-
son plans seamlessly to the Big Ideas, Enduring Understandings, Learning Objectives, and
Science Practices now emphasized in the course. We have included even more guidance
for working with challenging material, and have added many new features to help
you make the most of your preparation and class time. This Teacher’s Edition has
everything you need to make the course fun, engaging, and successful.
This Teacher’s Edition includes:
• An AP® Primer that offers guidance on how to write, initiate, prepare,
and teach an AP® Environmental Science course successfully.
• The complete student text with wraparound content including answers
to all student edition questions, Activities, Labs, Math Skills ­Practice,
Debate the Issue, Teaching Tips, Common Misconceptions, Teaching
the AP® Tip, Exploring the Literature, Teaching with Figures, Practicing
­Science, and more.
• Introduction pages for each chapter that precede the wraparound
­student pages. These introductions provide an in-depth guide to the
­chapter content and support materials, including:
• Chapter and module overviews These overviews include a discus-
sion of the chapter topics students need to know for the AP® Exam,
numerous suggestions for how to approach material that students find
challenging, and recommendations for ways to make connections with
previous chapter materials.
• Pacing guide The pacing guide breaks down the chapter by module
and learning goal, suggests the amount of class time to devote to each
­module, and lists key activities and labs to incorporate into your lesson.
• Additional chapter resources A comprehensive reference list indi-
cates all of the additional chapter resources available for download from
the Teacher’s Edition, Teacher’s e-book, and Teacher’s Resource Flash
Drive (TRFD).
• List of relevant free-response questions available from ­College
Board® Most chapters contain a list of relevant free-response ­questions
from previous AP® Environmental Science Exams with descriptions of the
material they test.
• Correlation to the 2019–2020 Curriculum Framework A full
page in each chapter introduction is dedicated to information about
how the chapter correlates with the curriculum framework. The
description also shows you how the chapter incorporates ­science
practices.

For your review copy, contact your BFW High School representative,
© Bedford, Freeman & Worthemail at [email protected]
HighusSchool or visit highschool.bfwpub.com/APES3e.
Publishers. For review purposes only. Do not distribute.

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 Brief Table of Contents

UNIT 1 Introduction
Chapter 1: Environmental Science:
Studying the State of Our Earth
Chapter 2: Environmental Systems
Unit 1 AP® Environmental Science Practice Exam

UNIT 2 The Living World: Ecosystems

and Biodiversity
Chapter 3: Ecosystem Ecology
Chapter 4: Global Climates and Biomes
Chapter 5: Evolution of Biodiversity
Unit 2 AP® Environmental Science Practice Exam

UNIT 3 Biological and Human Populations

Chapter 6: Population and Community Ecology
Chapter 7: The Human Population
Unit 3 AP® Environmental Science Practice Exam

UNIT 4 Earth Systems and Resources

Chapter 8: Earth Systems
Chapter 9: Water Resources and Water Use
Unit 4 AP® Environmental Science Practice Exam

UNIT 5 Land Use

Chapter 10: Land, Public and Private
Chapter 11: Feeding the World
Unit 5 AP® Environmental Science Practice Exam

UNIT 6 Energy Resources and Consumption

Chapter 12: Nonrenewable Energy Sources
Chapter 13: Achieving Energy Sustainability
Unit 6 AP® Environmental Science Practice Exam

UNIT 7 Pollution: Aquatic, Atmospheric,

and Terrestrial
Chapter 14: Aquatic Pollution
Chapter 15: Atmospheric Pollution
and Stratospheric Ozone Depletion
Chapter 16: Waste Generation, Terrestrial Pollution,
and Waste Disposal
Chapter 17: Human Health and Environmental Risks
Unit 7 AP® Environmental Science Practice Exam

UNIT 8 Global Change and a Sustainable Future

Chapter 18: Conservation of Biodiversity
Chapter 19: Global Change
Chapter 20: Sustainability, Economics, and Equity
Unit 8 AP® Environmental Science Practice Exam
Cumulative AP® Environmental Science Practice Exam 1
Cumulative AP® Environmental Science Practice Exam 2

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 Resources for Students and Teachers

Environmental Science for the AP® Course provides

students with the support they need to successful on the
AP® exam and in the classroom. Strong media offerings
include our online homework system with built-in tutorials
to provide just-in-time feedback along with the following:
• Interactive e-book
• AP® Environmental Science
Practice Problems
• Sapling Learning problems with tutorials
• Self-test concept checks
• Videos
• LearningCurve adaptive quizzing
and more!

Homework problems include hints,

answer-specific feedback, and solutions.

LearningCurve adapts to each student’s correct and

Ask your rep for a demo of SaplingPlus today! incorrect answers, with feedback linked to the e-book.

FOR INSTRUCTORS FOR STUDENTS

Teacher’s Resource Flash Drive Strive for a 5:
This resource contains supplementary material to the Preparing for the
TE to help teachers maximize their effectiveness in class. AP® Environmental
It includes handouts to accompany math problems, labs, Science Exam
and activities in the Teacher’s Edition—more than 200 COURTNEY MAYER
items total for the text—plus complete answer keys, Northside ISD, Texas
labs, additional FRQ questions, PD Videos, lecture ELISA MCCRACKEN
presentation slides, web resources, and more! Brandeis High School, Texas
SUZANNE CARMODY
ExamView® Test Bank Widefield High School, Colorado
This resource includes over 1500 AP® practice multiple-
choice questions of different levels, including questions Now with a Chapter Reading Guide—a detailed
that require analysis of graphs and other visuals. step-by-step set of 100-200 questions per chapter
to help students with reading comprehension.

For your review copy, contact your BFW High School representative,
© Bedford, Freeman & Worthemail at [email protected]
HighusSchool or visit highschool.bfwpub.com/APES3e.
Publishers. For review purposes only. Do not distribute.

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 C H A P T ER

13 Achieving Energy
Sustainability
PD
Overview
This chapter looks at a fundamental topic in the AP® Environmen- page 464. “Teaching Tip:Video” on page 464 features a recent college
tal Science course: renewable energy. The chapter also addresses the graduate working with biofuels in India, and will also spark student
issue of energy conservation and efficiency. Major renewable energy interest. AP® Environmental Science students often have difficulty
sources considered include biomass, solar, hydroelectric, geothermal, linking material across chapters, so use “Teaching with Figure 38.5”
wind, and fuel cell technology. As you go through the chapter, make on page 466 to help your class understand the similarities and differ-
sure students are confident that they understand the advantages and ences between the hydroelectric dams presented in this chapter and
disadvantages of each renewable energy source. coal-fired power plants from Chapter 12. Finally, try “Activity: Find
a Dam” on page 467 to engage your students and help them build
connections to the world around them. This module should take you
Module 37 Conservation, Efficiency, two class periods.
and Renewable Energy
The discussion of renewable energy begins with a look at conservation
and efficiency. The module then explores the range of renewable
Module 39 Solar, Wind, Geothermal,
energy resources that are available. This module provides a good and Hydrogen
opportunity to review energy concepts from previous chapters and This module explores energy from the Sun and wind, the world’s
“Activity 13.3: Energy Sources Concept Map” on page 458 helps fastest growing forms of energy development, as well as geother-
students differentiate among the various types of energy sources. mal energy and hydrogen fuel. AP® Environmental Science students
Students can also learn about ways that they can improve their own are always fascinated by solar energy. Give them a chance to use
conservation and efficiency with “Activity 13.1: Reducing My Energy their creative skills in “Activity 13.5: Solar Soil-Heating Contest” on
Use” on page 453. One challenge for students is their ability to under- page 470, which uses a fun competition to help students learn about
stand and relate to the units of energy use, namely kilowatt-hours. passive solar heating. Solar energy also has many applications and
“Lab 13.1: Kilowatt Lab” on page 456 is a fun way to teach your class associated technologies, which often confuses students. Help them
about energy consumption, while having students practice energy-use clarify the various ways that we capture and use solar energy with
calculations.You can complete this module in one class period. “Activity 13.6: Solar Energy Concept Map” on page 470. You can
further student engagement with solar energy with “Lab 13.2: Solar
Module 38 Biomass and Water Energy” on page 474, which gives students hands-on experience
with solar cells and allows them to compare various energy outputs.
This module presents two important renewable energy sources: bio- Many students have never seen a wind farm or a geothermal
mass and water, which are currently major sources of renewable power plant, so use “Teaching Tip: Video” on page 475 on wind
energy in both the developed and the developing worlds. Students power and “Teaching Tip: Video” on page 478 on geothermal
often confuse the different types of biomass, so try “Activity 13.4: energy to help them visualize and better understand these sources
Biomass Concept Map” on page 461 to help them distinguish of electricity. Being able to read and analyze graphs is a key skill for
between solid biomass and biofuels. “Teaching the AP® Tip” on all AP® Environmental Science students. “Teaching with Figure 39.7”
page 465 clarifies key concepts for students regarding emissions from on page 475 will help students practice their analytical skills, while
biofuels, a topic frequently missed on the AP® Environmental Science learning about wind energy use in different countries. Students can
Exam. It’s always important to facilitate student connection with the find fuel cells challenging to understand, so try “Activity: Fuel Cell
material, so give them the opportunity to voice their viewpoint about Song” on page 479 to help them connect to the material, followed by
flex-fuel vehicles, while listening to those of others, with “Debate the “Teaching Tip: Journal Prompt” on page 480 to improve their com-
Issue 13.1: Are Flex-Fuel Vehicles Good for the Environment?” on prehension. Three class periods are needed to complete this module.

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 Module 40 Planning Our Energy Energy Quiz” on page 485 will help students distill and catego-
rize the information, while providing them with a valuable study
Future aid for future tests. “Activity: Name That Term” on page 488, will
enliven the class and help students learn from each other. Finally,
In this module, students learn that minimizing energy use through
“Teaching the AP® Tip” on page 486 is a key exercise that helps
conservation and efficiency is the best approach to energy use, since
students remember the different methods of producing electricity,
all energy choices have environmental consequences. They also
while reviewing concepts from both Chapter 12 and Chapter 13.
compare and contrast the various energy resources discussed in this
One class period is sufficient for this module.
chapter. By the end of this chapter, students may feel overwhelmed
by the many types of renewable energy. “Activity 13.8: Renewable

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 Chapter 13 Pacing Guide
This pacing guide is based on a schedule with 120 sessions of 50 minutes each before the AP® Environmental
Science Exam. If you have a different number of sessions before the exam, you can modify the pacing to suit
your needs. If you have additional time, consider incorporating quizzes, released AP® Environmental Science
free-response and multiple-choice questions, or additional activities. Note that it may not be possible to cover all
activities and exams listed using class time alone. Some activities or practice exams may be assigned as homework.

Standard Block Learning goals

schedule schedule After reading this module you
days days Topic should be able to… Key activities and labs (page)
1 ½ Module 37 Conservation,
Efficiency, and Renewable
Energy
We can use less energy through • describe strategies to conserve Activity 13.1
conservation and increased energy and increase energy Reducing My Energy Use (453)
efficiency efficiency. Lab 13.1
Kilowatt Lab (456)
Renewable energy is either • explain differences among Activity 13.3
potentially renewable or the various renewable energy Energy Sources Concept Map
nondepletable resources. (458)

2 1 Module 38 Biomass and Water

Biomass is energy from the Sun • describe the various forms of Activity 13.4
biomass. Biomass Concept Map (461)
Debate the Issue 13.1
Are Flex-Fuel Vehicles Good for
the Environment? (464)
Teaching Tip Video (464)
Teaching the AP® Tip (465)
Teaching with Figure 38.5 (466)
The kinetic energy of water can • explain how energy is harnessed Activity
generate electricity from water. Find a Dam (467)

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 Standard Block Learning goals
schedule schedule After reading this module you
days days Topic should be able to… Key activities and labs (page)
3 1½ Module 39 Solar, Wind,
Geothermal, and Hydrogen
The energy of the Sun can be • list the different forms of solar Activity 13.5
captured directly energy and their application. Solar Soil-Heating Contest (470)
Activity 13.6
Solar Energy Concept Map (470)
Lab 13.2
Solar Energy (474)
Wind energy is the most rapidly • describe how wind energy is Teaching Tip Video (475)
growing source of electricity harnessed and its contemporary Teaching with Figure 39.7 (475)
uses.
Earth’s internal heat is a source of • discuss the methods of Teaching Tip Video (478)
nondepletable energy harnessing the internal energy
from Earth.
Hydrogen fuel cells have many • explain the advantages and Activity
potential applications disadvantages of energy from Fuel Cell Song (479)
hydrogen. Teaching Tip Journal Prompt
(480)
1 ½ Module 40 Planning Our Energy
Future
Our energy future depends on • discuss the environmental and Activity 13.8
efficiency, conservation, and the economic options we must Renewable Energy Quiz (485)
development of renewable and assess in planning our energy
nonrenewable energy resources. future.
A renewable energy strategy • consider the challenges of a Activity
presents many challenges renewable energy strategy. Name That Term (488)
Teaching the AP® Tip (486)
1 ½ Chapter 13 assessment Chapter 13 AP Environmental
®

Science Practice Exam (490)

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 Chapter 13 Resources
• Chapter 13 Video Overview • Math Skills Practice 13.1: Energy Cost for Light Bulbs
• Lecture Slide Presentation 13 • Math Skills Practice 13.2: Capacity Factor
• Optimized Art Slide and JPEG Files 13 • Debate the Issue 13.1: Are Flex-Fuel Vehicles Good for the
• Do the Math Videos Environment?

• Chapter 13 Web Resources • Lab 13.1: Kilowatt Lab

• Activity 13.1: Reducing My Energy Use • Lab 13.2: Solar Energy

• Activity 13.2: Graphing Energy Demands • Measuring Your Impact 13: Choosing a Light Bulb

• Activity 13.3: Energy Sources Concept Map • Exploring the Literature 13

• Activity 13.4: Biomass Concept Map • Answers to Chapter 13 AP® Practice Exam

• Activity 13.5: Solar Soil Heating Contest • Answer to Science Applied 6 Practice AP® Free-Response
Question
• Activity 13.6: Solar Energy Concept Map
• Answers to Unit 6 AP® Practice Exam
• Activity 13.7: Renewable Energy Word Guessing Game
• Unit 6 Additional AP® Practice Free-Response Question
• Activity 13.8: Renewable Energy Quiz
• Activity 13.9: Electricity Bill
• Handout 13.1: Review of the First and Second Laws of The teacher’s resource materials listed throughout this
Thermodynamics chapter and referenced with the TRM icons are avail-
• Handout 13.2: Modified Figure 37.2 able for download on the Teacher’s Resource Flash
• Handout 13.3: Green Building Drive (TRFD), in the Teacher’s Resource Materials on
the book’s digital platform, and by clicking on the links
• Handout 13.4: Questions on Figure 38.1
in the Teacher’s e-book.
• Handout 13.5: Journal Prompt on Biomass
• Handout 13.6: Questions for A Conversation with
Sarah Alexander
• Handout 13.7: Biodiesel Versus Fossil Fuel
• Handout 13.8: Tidal Energy Research Project
• Handout 13.9: Differentiating Types of Active Solar Energy
• Handout 13.10: Questions for How Do Solar Panels Work?
• Handout 13.11: Wind Energy Pros and Cons
• Handout 13.12: Wind Project Research Report
• Handout 13.13: Wind Energy Review
• Handout 13.14: Questions for Energy 101: Geothermal Energy
• Handout 13.15: Questions for Energy 101: Geothermal Heat
Pumps
• Handout 13.16: Journal Prompt on Hydrogen Fuel Cells
• Handout 13.17: Renewable Energy Poster
• Handout 13.18: Review of Different Methods of Producing
Electricity

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 Free-Response Questions from Year Question Content

Previous AP Environmental ® 1999 2 • Renewable versus nonrenewable

energy sources
Science Exams • Total resource use per capita in
developed and developing countries
Free-response questions from prior AP® Environmental Science
• Sustainable resource use
Exams are available on the AP® course website. Students should be
• Policies that help and hinder sustain-
able to answer all of the questions listed below with material learned able resource use
in this and previous chapters. When a question requires students to
2001 1** • The amount and cost of natural gas
understand material from multiple chapters, the question will be
needed to heat a house
listed in the last chapter required to complete the entire question.
• Advantages and disadvantages of
Questions marked with an asterisk (*) are from exams with released heating with wood
multiple-choice questions. Questions marked with double asterisks
2004 2** • Costs and benefits of wind-generated
(**) require math to calculate a problem. Look for references to
electricity
these questions throughout the chapter.
2006 1 • Environmental benefit and cost of
using photovoltaic system
• Promotion of passive solar design
2008 1* ** • Biodiesel from microalgae and
soybeans
• Problems associated with producing
fuel from corn
2009 2** • Use of methane to produce electricity
2011 3 • Geothermal energy
• Per capita emissions of CO2 versus
total emissions
• Production of fuel from either sugar-
cane or tar sands
2012 2** • Alternative energy sources to heat a
school
• Calculation of forest needed to offset
CO2 emissions
2013 2** • Battery electric vehicles versus inter-
nal combustion engine vehicles
2017 4 • Generation of hydroelectric electricity
• Economic benefits of dams
• Environmental consequences of dam
removal
• Keystone species, role of beavers as
a keystone species
2018 2 • Environmental and economic benefits
of offshore wind projects
• Additional ways for oceans to provide
renewable power for electricity

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 Correlation to the 2019–2020
Curriculum Framework*
The Big Ideas of the AP Environmental Science Course
®

Module 37 focuses on Energy Transfer (ENG) and Sustainability (STB)

Module 38 focuses on Energy Transfer (ENG)
Module 39 focuses on Energy Transfer (ENG)
Module 40 focuses on Energy Transfer (ENG)

Science Practices
All science practices are covered in this chapter. Key examples include:
• Concept Application (SP1): Teaching Tip, p. 452; Teaching Tip, p. 466
• Visual Representations (SP2): Teaching with Figures; Activity 13.3; Activity 13.4
• Text Analysis (SP3): Chapter Opening Case; Teaching Tip, p. 451; Exploring the Literature
• Scientific Experiments (SP4): Practicing Science, p. 458
• Data Analysis (SP5): Activity 13.2; Lab 13.1; Practice Math and Graphing
• Mathematical Routines (SP6): Do the Math; Math Skills Practice
• Environmental Solutions (SP7): Activity 13.1; Debate the Issue 13.1; Teaching Tip, p. 483; Working
Toward Sustainability; Measuring Your Impact

Coverage of the AP Environmental Science Learning Objectives

®

and Essential Knowledge

Enduring Understanding/
Module Big Idea AP® Learning Objective AP® Essential Knowledge
37 ENG-3 ENG-3.B ENG-3.B.1
ENG-3.T ENG-3.T.1, ENG-3.T.2
STB-1 STB-1.A STB-1.A.1
38 ENG-3 ENG-3.I ENG-3.I.1, ENG-3.I.2
ENG-3.L ENG-3.L.1, ENG-3.L.2
39 ENG-3 ENG-3.J ENG-3.J.1, ENG-3.J.2, ENG-3.J.3
ENG-3.K ENG-3.K.1
ENG-3.R ENG-3.R.1
ENG-3.S ENG-3.S.1
ENG-3.N ENG-3.N.1
ENG-3.O ENG-3.O.1
ENG-3.P ENG-3.P.1
ENG-3.Q ENG-3.Q.1
40 ENG-3 ENG-3.A ENG-3.A.2
ENG-3.T ENG-3.T.1

*
Consult https://www.highschool.bfwpub.com/APES3e for the full correlation to the most current curriculum framework.

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 Notes

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 PD Chapter 13 Video Overview
A video overview of Chapter 13 for
teachers is available in the Teacher’s
Resource Materials.

TRM Lecture Slide

Presentation 13
A lecture slide presentation for Chapter 13
is available in the Teacher’s Resource
Materials.
William Kamkwamba’s cousin climbs
one of the wind turbines that William
built. (Lucas Oleniuk/Getty Images)

450 CHAPTER 13 ■ Achieving Energy Sustainability

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 CHAPTER
Achieving Energy Sustainability
13
MODULE 37 Conservation, Efficiency, MODULE 39 Solar, Wind, Geothermal,
and Renewable Energy and Hydrogen

MODULE 38 Biomass and Water MODULE 40 Planning Our Energy Future

CASE STUDY Teaching Tip: Chapter Opening

Energy from the Wind Case

In a small village in the African illuminate a small light bulb at the top growing in both the developing and Text Analysis (SP3)
nation of Malawi, a 14-year-old of what they had called his “junk” developed worlds. The mechanics
boy named William Kamkwamba tower, people rushed from great of how to build a windmill are widely Have students read the chapter opening
and his family did not have enough distances to see it, and he became discussed in online sources including case, “Energy from the Wind,” which
to eat because of a famine. His a local hero. William had generated YouTube, Wikipedia, and “how to
family could not afford the required electricity without any conventional build it” instructional videos. However
discusses how William Kamkwamba, a
school tax; in many parts of Africa a fuel and far from the nearest power William had only one book and no young man in Malawi, built a windmill
child whose parents cannot pay the access to the Internet. A few years out of local resources. Many people
school tax cannot attend school. So after he built his first windmill, William
instead of attending school, he spent
Although William exclaimed to Jon Stewart on The Daily
in his village thought he was either
his days in a public library funded by had never seen a Show, “Where was this Internet when mentally unbalanced or practicing
the U.S. government, trying to teach
windmill, within I needed it?” William recently gradu- magic. However, when his windmill
himself. In the library, he studied one ated from Dartmouth College, where
book over and over—a textbook months he was he majored in environmental studies. first generated enough electricity to
titled Using Energy. The cover of the He is coauthor of the book The Boy light up a light bulb, they began to think
book featured a series of windmills. building his own Who Harnessed the Wind, which has
Although William had never seen sold thousands of copies and has
differently.
from abandoned
a windmill, within months he was been adopted as summer reading in
building his own from abandoned bicycles and old high schools and colleges around the
bicycles and old parts he found United States and elsewhere in the
in scrap heaps. William used the
parts he found in world. The book was also the basis of
fundamentals of physics he learned scrap heaps. a BBC feature film that was released Teaching Tip: Beyond the
from the book and his inherent skills in 2018. Today, William is a designer/
at tinkering and fixing things. He did plant. Because there were no visible coordinator at Widernet, a nonprofit Classroom
not have any teachers or mentors inputs like fuel and no waste piles organization in Chapel Hill, North
but he did rely on assistance from or pollution outputs, in many ways Carolina, that strives to improve digital Text Analysis (SP3)
some of his friends. He worked it did seem like magic. William used communications around the world,
hard and made many attempts the electricity he generated from particularly in developing countries. As a summer assignment or during a
to construct something that in his wind to light his house and charge
world was seemingly impossible. At cell phones, and eventually to irri-
Sources: W. Kamkwamba and school break, have students read the
B. Mealer, The Boy Who Harnessed
first his neighbors thought he was gate his family’s crops. the Wind (Harper, 2009); R. Wolfson, New York Times bestseller The Boy
mentally disturbed or was practic- The use of windmills, also known as Energy, Environment and Climate, Who Harnessed the Wind by William
ing magic. But when he was able to wind turbines, to generate electricity is 3rd ed. (Norton, 2017).
Kamkwamba, the subject of the
chapter-opening case. After reading this
book, students can write a one-page
451 reaction to the challenges Kamkwamba
faced. Students can also discuss the
effects of bringing electricity to the
village. How did Kamkwamba’s windmill
change the lives of his family and other
villagers?

CHAPTER 13 ■ Achieving Energy Sustainability 451

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 T
hroughout this book we have discussed sustainability as the foundation of the
Teaching Tip: Beyond the environmental health of our planet. Sustainability is particularly important to
Classroom consider with respect to energy because energy is a resource that humans cannot
live without and energy use often has many consequences for the environment.
Currently, only a very small fraction of the energy we use, particularly in the
Concept Application (SP1) developed world, comes from renewable resources. While expanding renewable energy
resources is an important step, achieving energy sustainability will require us to rely as much,
(30 minutes) or more, on reducing the amount of energy that we use.
Ask students to research wind farm In Chapter 12 we discussed the finite nature of traditional energy resources such as
projects in your state or region. Ask fossil fuels and the environmental consequences of their use. In this chapter we outline
the components of a sustainable energy strategy, beginning with ways to reduce our use of
them to produce a table that includes energy through conservation and increased efficiency.We define renewable forms of energy
information about the capacity in and discuss an important carbon-based energy resource, biomass, as well as energy that is
obtained from flowing water. We then describe innovations in obtaining energy from non-
megawatts and the actual or expected carbon-based resources such as the Sun, wind, internal heat from Earth, and hydrogen. We
number of gigawatt-hours each conclude the chapter with a discussion of our energy future.
installation will produce per year. Then
ask them to identify the largest capacity
wind farm project in the United States
and compare the local farms to that one.

TRM Teaching Tip: Review

Concept Application (SP1)
Chapter 13 provides a good opportunity
to review the first and second laws of
thermodynamics. Students should write
a simple definition of each law and
give two examples. (Sample answers
are provided in italics.) Handout 13.1:
Review of the First and Second 452 CHAPTER 13 ■ Achieving Energy Sustainability
Laws of Thermodynamics includes a
reproducible version of the chart without
the answers.

First law of thermodynamics Second law of thermodynamics

Definition Energy is neither created nor destroyed, Whenever energy is converted from one form
but can change from one form to into another, some energy is lost.
another.
Example The potential energy contained in When using an incandescent light bulb,
firewood never goes away, but it 5 percent of the energy entering the light
is transformed into heat energy bulb is converted to useful light energy
permeating a room when the wood is and the remaining 95 percent is lost to the
burned in a fireplace. environment as heat.

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 MODULE

37 Bell Ringer
Ask students to work with a partner
and list five renewable energy sources.

Conservation, Efficiency, When students are done, have them

volunteer their answers, and write
them on the board. Keep asking for
and Renewable Energy answers until all the energy sources
from this chapter are listed: solar, wind,
hydroelectric, geothermal, biomass, and
fuel cell technology.
In any discussion of energy use—whether renewable Learning Goals
or nonrenewable—energy conservation and increased
energy efficiency rank among the most crucial fac- After reading this module, you should be able to
tors to consider. We begin our discussion of renew-
able energy with a look at conservation and efficiency. • describe strategies to conserve energy
We will then explore the range of renewable energy and increase energy efficiency.
resources that are available. • explain differences among the various
renewable energy resources.

We can use less energy

through conservation and work from a smaller amount of energy. Energy conser-
Teaching Tip: Journal Prompt
vation and energy efficiency are closely linked. One can
increased efficiency conserve energy by not using an electrical appliance; doing
so results in less energy consumption. But one can also Environmental Solutions (SP7)
A truly sustainable approach to energy use must incor- conserve energy by using a more efficient appliance—one
porate both energy conservation and energy efficiency. that does the same work but uses less energy. (30 minutes)
Conservation and efficiency efforts save energy that
can then be used later, just as you might save money Conservation Ask students to take the role of a mayor
in a bank account to use later when the need arises. In TABLE 37.1 on page 454 lists some of the ways that an or congressional representative with a
this sense, conservation and efficiency are sustainable individual might conserve energy, including lowering mandate to reduce energy consumption.
energy “sources.” the household thermostat during cold months, con-
Energy conservation and energy efficiency are They should describe ways in which
solidating errands in order to drive fewer miles, or
the least expensive and most environmentally sound turning off a computer when it is not being used. On government policy can encourage
options for maximizing our energy resources. In many
cases, they are also the easiest approaches to implement
a larger scale, a government might implement energy people to reduce energy consumption.
conservation measures that encourage or even require
because they often require fairly simple changes to individuals to adopt strategies or habits that use less
Examples might include improving
existing systems rather than a switch to a completely energy. One such top-down approach is to improve public transportation, instituting a tax,
new technology. In this section we will examine ways
to achieve both objectives.
the availability of public transportation (FIGURE 37.1 or providing a subsidy. For example, the
on page 454). Governments can also facilitate energy
conservation by taxing electricity, oil, and natural gas, city might build a subway system or
Energy Conservation since higher taxes discourage use. Alternatively, govern- institute a carpooling initiative. Students
and Efficiency
ments might offer rebates or tax credits for retrofitting a should describe the feasibility of the
Energy conservation means finding and implementing
initiative and be ready to read their
ways to use less energy. As we saw in Chapters 2 and 12, Energy conservation Finding and implementing ways to
use less energy.
journal entry to the class. At the end of
increasing energy efficiency means obtaining the same the readings, have the class vote on the
top three most viable strategies, based
on feasibility and practicality.
MODULE 37 ■ Conservation, Efficiency, and Renewable Energy 453

ACTIVITY 13.1
TRM Home Transportation Electronic devices

Reducing My Energy Use Replace single-pane Ride a bike to school or Reduce phantom drain.
windows with double- or work.
Environmental Solutions (SP7) triple-pane windows.
(10 minutes) Turn down thermostat. Carpool with others. Use electronic devices less.
Ask students to create and fill in a chart like Weatherize anywhere Take mass transit. Buy Energy Star or the
the one shown. Activity 13.1: Reducing My cold air or hot air is most efficient model when
Energy Use contains a reproducible version entering home. replacing devices.
of the chart without answers. Ask students to
consider ways of reducing energy use in each
of the three categories. (Suggested answers
are provided in italics.)

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 Teaching Tip: Concept Check TABLE 37.1 Reducing energy use
Home Transportation Electrical and electronic devices
Environmental Solutions (SP7) • Weatherize; insulate, seal gaps • Walk or ride a bike • Buy Energy Star devices and appliances
• Turn thermostat down in winter, up in • Take public • Unplug when possible or use a power
Ask students: What are some ways summer transportation strip
that the government can facilitate • Reduce use of hot water; do laundry in • Carpool • Use a laptop rather than a desktop
cold water; take shorter showers • Consolidate trips computer
energy conservation? Governments
can encourage energy conservation
by improving the availability of public home or business so it will operate on less energy. Some all energy conservation savings. So, the amount of energy
electric companies bill customers with a tiered rate we save is the sum of both the energy we did not use
transportation, taxing fossil fuels, and system in which customers pay a low rate for the first together with the energy that would have been lost in
offering rebates or tax credits for those increment of electricity they use and pay higher rates as converting that energy into the form in which we would
who retrofit buildings to operate on less use goes up. All of these practices encourage people to have used it. For example, if we can reduce our electric-
reduce the amount of electricity they use. ity use by 100 kWh, we may actually be conserving 300
energy. Electric companies can also As we saw in Chapter 12, the demand for energy kWh of an energy resource such as coal, since we save
use a tiered rate system to encourage varies with time of day, season, and weather. When both the 100 kWh that we decide not to use and the 200
people to use less energy. electricity-generating plants are unable to handle the kWh that would have been lost during the conversion
demand during high-use periods, brownouts or black- process to make the 100 kWh available to us.
outs may occur. To avoid this problem, electric compa-
nies must be able to provide enough energy to satisfy Efficiency
peak demand, the greatest quantity of energy used at
Modern changes in electric lighting are a good exam-
any one time. Peak demand may be several times the
ple of how steadily increasing energy efficiency results
overall average demand, which means that substantially
in overall energy conservation. Compact fluorescent
more energy must be available than is needed under
light bulbs use one-fourth as much energy to provide
TRMACTIVITY 13.2 average conditions. To meet peak demand for electric-
the same amount of light as incandescent bulbs. LED
ity, electric companies often keep backup generators of
(light-emitting diode) light bulbs are even more effi-
Graphing Energy Demands electricity available—typically fossil fuel–fired genera-
cient; they use one-sixth as much energy as incandes-
tors, and in some cases, batteries.
cent bulbs. Over time, the widespread adoption of these
Therefore, an important aspect of energy conserva-
Data Analysis (SP5) tion is the reduction of peak demand, which would
efficient bulbs has resulted in substantially less energy
used to provide the same amount of lighting.
make it less likely that electric companies will have to
(25 minutes) build excess generating capacity that is used only spo-
Another way in which consumers can increase energy
In this activity students research state efficiency is by switching to products that meet the effi-
radically. One way of reducing peak demand is to estab-
ciency standards of the Energy Star program set by the
energy demands, create a graph with lish a variable price structure under which customers
pay less to use electricity when demand is lowest (typ-
the data they find or provided data ically in the middle of the night and on weekends) and
below, and answer some questions. more when demand is highest. This approach helps
Activity 13.2: Graphing Energy even out the use of electricity, which both reduces the
burden on the generating capacity of the utility and
Demands contains a reproducible rewards the electric consumer at the same time.
version of the data table and questions. The second law of thermodynamics tells us that
whenever energy is converted from one form into
1. Have students research the grid another, some energy is lost as unusable heat. In a typical
energy demands for your state. If you thermal fossil fuel or nuclear power plant, only about
one-third of the energy consumed goes to its intended
can’t find the daily energy demand of purpose; the rest is lost during energy conversions. We
your state use the data in the table need to consider these losses in order to fully account for
provided.
FIGURE 37.1 Reducing energy use. There are many ways
2. Have students create a line graph Tiered rate system A billing system used by some individuals can reduce their energy use in and outside the
depicting energy demands for a electric companies in which customers pay higher rates home. Taking public transportation rather than traveling by
as their use goes up. personal vehicle is one method of energy conservation. These
24-hour period. Place hours on Peak demand The greatest quantity of energy used at students are taking the Washington, D.C., Metro. (Chicago Tribune/
the x axis starting at midnight and any one time. Tribune News Service/Getty Images)

finishing at midnight 24 hours later.

Place amount of energy in gigawatts
454 CHAPTER 13 ■ Achieving Energy Sustainability
(GW) on the y axis. (See sample
graph below.)
3. After the graph is complete, ask
students the following questions. Time 12 AM 2 AM 4 AM 6 AM 8 AM 10 AM 12 PM 2 PM 4 PM 6 PM 8 PM 10 PM 12 AM

(Answers are provided in italics for Usage (GW) 14 13 11 13 17 20 22.8 23.5 24 23 21.5 19 13.5
the sample data and graph.)
• What is the 4-hour range where Electric load hours
30
peak usage occurs? Peak usage
occurs between 2 and 6 PM. 25
• When is energy use at its lowest?
Usage (GW)

20
The energy demand is 11 GW
at 4 AM. It is the lowest power 15
demanded in a 24-hour period. 10
• What happens if the power 5
company doesn’t meet the peak
power demands? If the power 0
company doesn’t meet peak
AM

AM

AM

PM

PM

PM

AM

power demands, there could be a

0

00

00

00

00

0
:0

:0

:0
4:

8:

4:

8:
12

12

12

brownout or a blackout.
Hour

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 Energy Star
Preparing for the AP® Exam D O T H E “Do the Math: Energy
MATH Star” shows students
how to calculate and
Thinking clearly about energy efficiency and energy conservation can save you a lot of money in some surprising ways.
If you are saving money on your electric bill, you are also saving energy and reducing the emission of pollutants. Consider the compare energy usage of Energy
purchase of an air conditioner. Suppose you have a choice: an Energy Star unit for $300 or a standard unit for $200. The two
units have the same cooling capacity but the Energy Star unit costs 5 cents per hour less to run. If you buy the Energy Star
Star and non–Energy Star compliant
unit and run it 12 hours per day for 6 months of the year, how long does it take to recover the $100 extra cost? appliances. “Your Turn” provides an
You would save opportunity for students to do a similar
$0.05>hour 3 12 hours>day 5 $0.60>day problem.
Six months is about 180 days, so in the first year you would save ANSWER TO YOUR TURN
$0.60>day 3 180 days 5 $108 The cost of electricity is $0.15 per kWh
Spending the extra $100 for the Energy Star unit actually saves you $8 in just 1 year of use. In 3 years of use, the savings
and we wish to run the TV for 4 hours
will more than pay for the entire initial cost of the unit 13 3 $108 5 $3242, and after that you pay only for the operating costs. per day. Calculate the cost to run the
non–Energy Star compliant TV first.
YOUR You are about to invest in a 66-inch flat screen TV. These TVs come in both Energy Star and non–Energy Star
TURN models. The cost of electricity is $0.15 per kilowatt-hour, and you expect to watch TV an average of 4 hours per day. 1. Non–Energy Star TV
1. The non–Energy Star model uses 0.5 kW (half a kilowatt). How much will it cost you per year for electricity to run this
model? This TV uses 0.5 kW. Therefore:
2. If the Energy Star model uses only 40 percent of the amount of electricity used by the non–Energy Star model, how much 0.5 kW 3 4 hours>day 3 365 days>year
money would you save on your electric bill over 5 years by buying the efficient model?
3 $0.15>kWh 5 $109.50>year

2. Energy Star TV
U.S. Environmental Protection Agency. For example, an strategies rely on passive solar design, a construction
Energy Star air conditioner may use 0.2 kWh (200 watt- technique designed to take advantage of solar radiation
This TV uses 40 percent of the
hours) less electricity per hour than a non–Energy Star without the use of active technology. FIGURE 37.3 on energy used by the first TV,
unit. In terms of cost, a single consumer may save only page 456 illustrates key features of passive solar design. meaning we save 60 percent of
2 to 5 cents per hour by switching to an Energy Star Passive solar design stabilizes indoor temperatures with-
unit. However, if 100,000 households in a city switched out the need for pumps or other mechanical devices. the energy. If we save 60 percent of
to Energy Star air conditioners, the city would reduce its For example, in the Northern Hemisphere, construct- the energy, we save 60 percent of the
energy use by 20 MW, or 4 percent of the output of a ing a house with windows along a south-facing wall cost. Therefore, in one year:
typical power plant. “Do the Math: Energy Star” shows allows the Sun’s rays to penetrate and warm the house,
you how to calculate Energy Star savings. especially in winter when the Sun is more prominent 0.60 3 $109.50>year 5 $65.70>year
in the southern sky. Double-paned windows insulate
while still allowing incoming solar radiation to warm So over 5 years we would save:
Sustainable Design the house. Carefully placed windows also allow the
Sustainable design can improve the efficiency of the maximum amount of light into a building and reduce 5 years 3 $65.70>year 5 $328.50 savings
buildings and communities in which we live and work. the need for artificial lighting. Dark materials on the
FIGURE 37.2 on page 456 shows some key features of
roof or exterior walls of a building absorb more solar
sustainable design applied to a single-family dwelling. energy than light-colored materials, further warming
Insulating foundation walls and basement floors, orienting the structure. Conversely, using light-colored materials
a house properly in relation to the Sun, and planting shade on a roof reflects heat away from the building, which
trees in warm climates are all appropriate design features. keeps it cooler. In summer, when the Sun is high in
As we saw in Chapter 10, good community planning also the sky for much of the day, an overhanging roof helps
conserves energy. Building houses close to where residents block out sunlight during the hottest period, which
work reduces reliance on fossil fuels used for transporta- makes the indoor temperature cooler and reduces
tion, which in turn reduces the amount of pollution and the need for ventilation fans or air conditioning.
carbon dioxide released into the atmosphere.
Buildings consume a great deal of energy for cool- Passive solar design Construction designed to take
advantage of solar radiation without active technology.
ing, heating, and lighting. Many sustainable building

MODULE 37 ■ Conservation, Efficiency, and Renewable Energy 455

TRM MATH SKILLS Practice 13.1

Energy Cost for Light Bulbs
Mathematical Routines (SP6)
Ask students to use the information Type of bulb Incandescent Compact fluorescent LED
in the table to complete the table by
calculating the yearly energy cost Wattage 60 watts 17 watts 9.5 watts
for each of the three light bulbs. Estimated life expectancy 0.9 years 9.1 years 22.8 years
Assume that the cost of electricity Estimated yearly energy cost $9.86 $2.79 $1.56
is $0.15 per kWh and each bulb is
used for 3 hours per day. Math Skills Incandescent: 0.06 kW 3 3 hours>day 3 365 days>year 3 $0.15>kWh 5 $9.86>year
Practice 13.1: Energy Cost for Light
Bulbs contains a reproducible version Compact fluorescent: 0.017 kW 3 3 hours>day 3 365 days>year 3 $0.15>kWh 5 $2.79>year
of this problem and the table without
the answers. LED: 0.0095 kW 3 3 hours>day 3 365 days>year 3 $0.15>kWh 5 $1.56>year
Note: The row “estimated life expectancy” is not needed in the calculation.

MODULE 37 ■ Conservation, Efficiency, and Renewable Energy 455

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 TRM TEACHING with
FIGURE 37.2
Skylight High-efficiency
Visual Representations (SP2) windows
Adequate insulation
and sealing of cracks
Show your students Figure 37.2 without
the labels and ask them to identify the
various features that contribute to the
home’s energy efficiency. Handout 13.2:
Modified Figure 37.2 contains a Shade tree

reproducible version of the figure

without labels. The sustainable features
of this house include: insulated
foundation walls and basement floors,
proper orientation in relation to the
Sun, high-efficiency windows, skylight,
shade tree for warm climates, and high- Proper orientation of
efficiency heating and cooling systems. house to the Sun

W N

Insulated foundation walls

and basement floors
E
S High-efficiency heating
and cooling systems

FIGURE 37.2 An energy-efficient home. A sustainable building design incorporates proper

solar orientation and landscaping as well as insulated windows, walls, and floors. In the Northern
Hemisphere, a southern exposure allows the house to receive more direct rays from the Sun in
winter when the path of the Sun is in the southern sky.

TRM LAB 13.1

Kilowatt Lab
(45 minutes)
Lab 13.1: Kilowatt Lab allows students Summer

compare the energy use of different

electrical appliances and devices. They Winter
also practice calculating the carbon Window shade FIGURE 37.3 Passive solar design. Passive solar design
uses solar radiation to maintain indoor temperature. Roof
emissions generated by the electronics Double-paned overhangs make use of seasonal changes in the Sun’s
we use. Overhang window position to reduce energy demand for heating and cooling.
In winter, when the Sun is low in the sky, it shines directly
Addresses SP5 into the window and heats the house. In summer, when the
Sun is higher in the sky, the overhang blocks incoming sun-
light and the room stays cool. High-efficiency windows and
building materials with high thermal inertia are also compo-
Heat-absorbing floor nents of passive solar design.

456 CHAPTER 13 ■ Achieving Energy Sustainability

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 Teaching Tip: Engage
Ask students: What kind of structures
might be built with materials that have
a high thermal mass, and what kind of
structures might be built with materials
that have a low thermal mass? Homes
and other buildings can be built with
materials that have a high thermal
mass, such as stone or concrete. This
reduces the demand for heating at
night and cooling during the day since
materials with high thermal mass retain
heat and cold. A boardwalk in a warm
climate can be built with materials
that have a low thermal mass, such as
wood. This prevents the walkway from
becoming too hot, and allows people to
walk on it.
FIGURE 37.4 The California Academy of Sciences. The sustainable design of this San Francisco
research institution maximizes the use of natural light and ventilation. The building generates much
of its own electricity with solar panels on its roof and captures water in its rooftop garden. (Nancy Hoyt
Belcher/Alamy)

ACTIVITY
Window shades can also reduce solar energy entering the buildings and the surrounding environment. And Rooftop Gardens Search
the house. the addition of plants to an urban environment also
To reduce demand for heating at night and for cooling improves overall air quality. (10 minutes)
during the day, builders can use construction materials The use of recycled building materials is another Divide your class into pairs and have
that have high thermal mass. Thermal mass is a property method of energy conservation. Recycling reduces the
of a building material that allows it to retain heat or cold. need for new construction materials, which reduces the students do an image search on the
Materials with high thermal mass stay hot once they amount of energy required to produce the components internet for “rooftop gardens.” Ask
have been heated and cool once they have been cooled. of the building. For example, many buildings now use students to find their favorite rooftop
Stone and concrete have high thermal mass, whereas recycled denim insulation in the walls and ceilings, and
wood and glass do not; think of how a cement sidewalk fly ash (a byproduct recovered from coal-fired power garden, and then have pairs share their
stays warm longer than a wooden boardwalk after a hot plants) in the foundation. choice with the class.
day. A south-facing room with stone walls and a stone Homes constructed today may incorporate some or
floor will heat up on sunny winter days and retain that all of these sustainable design strategies, but it is possible
heat long after the Sun has set. to achieve energy efficiency even in very large build-
Although building a house into the side of a hill or ings. The building that houses the California Academy
roofing a building with soil and plants are less-common of Sciences in Golden Gate Park in San Francisco is a
approaches, these measures also provide insulation and showcase for several of these sustainable design tech-
reduce the need for both heating and cooling. While niques (FIGURE 37.4).This structure, which incorporates
“green roofs”—roofs with soil and growing plants— a combination of passive solar design, radiant heating,
are somewhat unusual in the United States, many solar panels, and skylights, actually uses 30 percent
European cities, such as Berlin, have them on new
or rebuilt structures. They are especially common on
high-rise buildings in downtown areas that have little Thermal mass A property of a building material that
allows it to maintain heat or cold.
natural plant cover. These green roofs cool and shade

MODULE 37 ■ Conservation, Efficiency, and Renewable Energy 457

TRM Teaching Tip: Beyond the Heating and Renewable

Classroom Living roof Natural light cooling energy
Environmental Solutions (SP7) Soil acts as natural Large windows Fresh air is 60,000 photovoltaic
insulation. reduce lighting circulated cells surround the
(20 minutes) needs. throughout the living roof.
Encourage your class to learn more about building to reduce
the California Academy of Sciences’ Green cooling needs.
Building. Have students use the link found
Soil prevents Glass has low heat Skylights open to Bathroom faucets
in Chapter 13 Web Resources to fill out the
pollutants from absorption and release hot air. use flowing water
table to the right. They should be able
entering the minimizes energy to generate power.
to find three ways that each building
ecosystem through used for cooling.
feature contributes to its sustainable design.
runoff.
Handout 13.3: Green Building contains
a reproducible version of the table without Plants are habitat Windows open Heated floors Heat recovery
answers. for wildlife. to regulate inside warm spaces systems capture
air temperature efficiently. and use heat
naturally. produced from
HVAC.

MODULE 37 ■ Conservation, Efficiency, and Renewable Energy 457

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 less energy than the amount permitted under
PS Practicing Science: national building energy requirements. Natural
Nonrenewable

light fills 90 percent of the office space and many

Scientific Experiments (SP4) of the public areas.Windows, blinds, and skylights
open as needed to allow air to circulate, capturing
(10 minutes) the ocean breezes and ventilating the building.
In this demonstration, students compare Recycled denim insulation in the walls and a
the heat retention of two materials that soil-covered rooftop garden provide insulation
Natural gas Oil Coal Nuclear
that reduces heating and cooling costs. As an
differ in thermal mass. Thermal mass added benefit, the living green roof grows native Potentially renewable
is a property that allows a building plants and captures 13.6 million liters (3.6 million
gallons) of rainwater per year, which is then used
material to retain heat or cold. Materials to recharge groundwater stores.
with high thermal mass stay hot once In addition to these passive techniques, the
they have been heated and cool once designers of this building incorporated active tech-
nologies that further reduce its use of energy. An
they have been cooled. efficient radiant heating system carries warm water Wood Biofuel
Choose a material with high thermal through tubes embedded in the concrete floor,
mass, such as stone or concrete, and using a fraction of the energy required by a stan- Nondepletable
dard forced-air heating system. To produce some
one with low thermal mass, such as of the electricity used in the building directly, the
wood or glass. At the beginning of class, designers added 60,000 photovoltaic solar cells to
place both materials in constant sunlight the roof. These solar panels convert energy from
the Sun into 213,000 kWh of electricity per year
or under a heat lamp. After 30 minutes, and reduce greenhouse gas emissions by about 200
place a thermometer on the materials metric tons per year. Wind Solar Hydroelectric Geothermal
The California Academy of Sciences took an
and record the temperatures. Then innovative approach to meeting its energy needs FIGURE 37.5 Renewable and nonrenewable energy resources.
remove the materials from the heat through a combination of energy efficiency and Fossil fuels and nuclear fuels are nonrenewable energy resources.
sources and wait 10 minutes before use of renewable energy resources. However, many, Renewable energy resources include potentially renewable energy
sources such as biomass, which is renewable as long as humans
if not all, of these approaches will have to become
recording the temperatures again. Ask commonplace if we are going to use energy in a do not use it faster than it can be replenished, and nondepletable
students to predict which material sustainable way. energy sources, such as solar radiation and wind. (Ian Hamilton/iStockphoto.
com, babyblueut/Getty Images, MichaelUtech/Getty Images, RelaxFoto.de/Getty Images,
retained more heat and then calculate BerndLang/GettyImages,IngaSpence/ScienceSource,acilo/GettyImages,BlendImages-DonMason/
the change as a class. Discuss how Renewable energy is either Getty Images, Kyodo News/Getty Images, Rhoberazzi/Getty Images)

their prediction compares to the data potentially renewable or

you collected. You should find that the nondepletable
stone or concrete retained more heat are depleting much faster than it can ever be replenished.
than the wood or glass, and therefore As fossil fuels become less available and more expensive, Similarly, we have a finite amount of uranium ore avail-
what will take their place? Probably it will be a mix of able to use as fuel in nuclear reactors.
had a smaller temperature change when energy efficiency strategies, energy conservation, and In contrast, some other sources of energy can be regen-
removed from the heat source. new energy sources. In the rest of this chapter we will erated rapidly. Biomass energy resources are potentially
explore our renewable energy options. renewable because those resources can be regenerated
In Chapter 12 we learned that conventional energy indefinitely as long as we do not consume them more
resources, such as petroleum, natural gas, coal, and ura- quickly than they can be replenished.There are still other
nium ore, are nonrenewable. From a systems analysis energy resources that cannot be depleted no matter how
perspective, fossil fuels constitute an energy reservoir we much we use them. Solar, wind, geothermal, hydroelec-
tric, and tidal energy are essentially nondepletable in
the span of human time; no matter how much we use
Potentially renewable An energy source that can be there will always be more.The amount of a nondepletable
regenerated indefinitely as long as it is not overharvested. resource available tomorrow does not depend on how
Nondepletable An energy source that cannot be much we use today. In this book we refer to potentially
used up.
renewable and nondepletable energy resources together
Renewable In energy management, an energy source as renewable energy resources. FIGURE 37.5 illustrates the
that is either potentially renewable or nondepletable.
categories of energy resources.

458 CHAPTER 13 ■ Achieving Energy Sustainability

TRMACTIVITY 13.3 Energy

sources
Energy Sources Concept Map
Visual Representations (SP2) Nonrenewable Renewable
(10 minutes)
Students often confuse potentially Coal Oil Natural Nuclear
renewable and nondepletable energy gas
sources. Have students fill in the
concept map to help them differentiate Potentially Nondepletable
renewable
among the various types of energy
sources. Activity 13.3: Energy Sources
Concept Map contains a reproducible Wood Biofuel Wind Solar
version of the concept map without Hydro- Geo-
answers. electric thermal

FIRST PASS
Friedland_3e_TE_132_TE13.2 - August 16, 2018
458 CHAPTER 13 ■ Achieving Energy Sustainability
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 Many renewable energy resources have been Renewable
used by humans for thousands of years. In fact, energy 14% Hydroelectric TEACHING with FIGURES 37.6
before humans began using fossil fuels, the 15%
Solar, wind,
and 37.7
only available energy sources were wood and
geothermal 8%
plants, animal manure, and fish or animal oils. Visual Representations (SP2)
Today, in parts of the developing world where
there is little access to fossil fuels, people still Nonrenewable
energy Combustible renewables Have students compare Figure 37.6
rely on local biomass energy sources such as
manure and wood for cooking and heating—
86% and waste 77% and Figure 37.7. Then ask the following
sometimes to such an extent that they overuse questions:
the resource. For example, according to the Total = 570 exajoules
International Energy Agency, biomass is cur- (540 quadrillion Btu, or “quads”) per year • Who uses a higher percentage of
rently the source of 65 percent of the energy renewable energy, the United States
consumed in sub-Saharan Africa (excluding FIGURE 37.6 Global energy use. Renewable energy resources
FIRST PASS
provide about 14 percent of energy worldwide. (Data from International or the rest of the world? Global
South Africa) and much of it is not harvested fried_es3e_37_06_3706 - April 29, 2018
sustainably. Energy Agency for the 2015 year, Key World Energy Statistics, 2017.) renewable energy use is 14 percent
As FIGURE 37.6 shows, renewable energy of its total, whereas United States
resources account for approximately 14 percent renewable energy use is 10 percent
Renewable
of the energy used worldwide, most of which
is in the form of biomass. In the United States,
energy 10%
of its total. The rest of the world uses
which depends heavily on fossil fuels, renewable Biomass a higher percentage of renewable
energy resources provide only about 10 percent 46%
of the energy used. That 10 percent, shown in
Solar
6% energy than the United States.
detail in FIGURE 37.7, comes primarily from bio- Nonrenewable
energy
Geothermal • When you compare the renewable
mass, hydroelectricity, and wind.
90%
Hydroelectric
24%
Wind
2%
energy use of the United States to
21%
Total =103 EJ (95 quads) Total =10.3 EJ (9.8 quads)
that of the rest of the world, what
per year per year are three differences that you see?
FIGURE 37.7 Energy use in the United States. Roughly 10 percent 1. As a fraction of total renewable
of the energy used in the United States comes from renewable
energy resources. Note FIRST
that thePASS
sum of components does not equal
energy use, the United States uses a
100 percent due to rounding. (Data from-www.eia.doe.gov
fried_es3e_37_07_3707 April 29, 2018.) lower percentage of biomass
(46 percent vs. 77 percent).
2. The United States uses a higher
percentage of hydroelectric
(24 percent vs. 15 percent).

37
MODULE
Preparing for the AP® Exam 3. The United States uses a higher
® total percentage of wind, solar,
AP Review and geothermal (29 percent vs.
8 percent).
In this module, we have seen that to achieve energy renewable energy resources. Potentially renewable
sustainability we should begin with conserving energy energy sources can regenerate if we do not con-
and increasing energy efficiency. Energy conservation sume them more quickly than they can be replaced.
refers to finding ways to use less energy. Increasing Nondepletable energy resources such as the wind
energy efficiency means achieving the same amount cannot be depleted no matter how much we use. In
of work from a smaller quantity of energy. Sustainable the next module, we examine two important renew-
design of buildings and communities can decrease able resources, biomass and water that is used for gen-
energy use. We also looked at different categories of erating electricity.

MODULE 37 ■ Conservation, Efficiency, and Renewable Energy 459

MODULE 37 ■ Conservation, Efficiency, and Renewable Energy 459

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 AP® Practice Questions
Answers to Module 37
Choose the best answer for the following.
AP® Practice Questions
1. Which is an energy efficiency improvement? 4. Which is LEAST likely to be used in sustainable
(a) adjusting the thermostat in a building design in North America?
1. d (b) using a power strip (a) recycled building materials
(c) using cold water instead of hot water (b) an overhanging roof
2. d (d) replacing incandescent bulbs with LEDs (c) windows on the northern wall
3. c 2. Peak demand
(d) building materials with high thermal mass
(a) decreases electricity-generating capacity. 5. Which energy source is NOT nondepletable?
4. c (b) is caused by higher electricity prices. (a) wind
5. b (c) occurs equally in all seasons. (b) biomass
(d) can be managed using a variable price structure. (c) tidal
(d) solar
3. If an Energy Star refrigerator costs 2 cents less per
hour to run, and if it runs for 16 hours a day, how
much will it save in a year?
(a) $44
(b) $82
(c) $117
(d) $174

Bell Ringer
Explain to students that part of this
MODULE

38
module explores biomass as an energy
source. Then ask: How is biomass Biomass and Water
actually just another form of solar
energy? Biomass energy resources
include various types of plant material,
manure, and even municipal solid As we discussed in Chapter 12, the Sun is the ultimate Learning Goals
source of fossil fuels. Fossil fuels are created from dead
waste. The energy in plants is made plants and animals that are buried deep in sediments After reading this module, you should be able to
using the Sun’s energy, and the energy and that are slowly transformed into petroleum or coal.
in animals is derived from plant energy. Most types of renewable energy are also derived from • describe the various forms of biomass.
the Sun and cycles driven by the Sun, including solar,
So, ultimately, all the energy in plants wind, and hydroelectric energy as well as plant biomass
• explain how energy is harnessed from
water.
and animals originates from the Sun. such as wood. In this module, we present two import-
ant renewable energy sources: biomass and water.

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 Hundreds of millions of years ago
Photosynthesis by
ancient plants
Photosynthesis by
modern plants
TRM TEACHING with
and algae and algae FIGURE 38.1
Direct use
of solar
Differential
heating of Visual Representations (SP2)
energy atmosphere Nuclear reactions
(engineered and natural)
Petroleum
(indirectly, from Evapotranspiration Wind Gravitational Ask students to work in groups of two
zooplankton
that eat plants
of water pull of Moon
Controlled
and answer the following questions.
and algae) Solar Hydroelectric fission Handout 13.4: Questions on Figure 38.1
Coal Natural gas
Other
Wood
Tidal
Geothermal contains a reproducible version of the
Manure
plant
parts
questions without the answers.
Peat
Ground source • How are fossil fuels related to the
heat pump
Sun? All fossil fuels are created by
decomposition of ancient plants and
Fossil fuels Renewable energy Other energy sources animals. Plants require sunlight to
FIGURE 38.1 Energy from the Sun. The Sun is the ultimate source of almost all types of energy. grow and animals require plants
for food, either directly or indirectly.
Therefore, energy from the Sun is the
Biomass is energy from the Sun comes from MSW, while in the developing world,
a larger percentage of biomass energy comes from source of the energy in fossil fuels.
As FIGURE 38.1 shows, all fossil fuel and most renew- wood and animal manure. • How are wind, hydroelectric, and
able energy sources ultimately come from the Sun.
Modern Carbon versus Fossil Carbon solar energy related to the Sun?
Biomass energy resources encompass a large class of
fuel types that include wood and charcoal, animal Like fossil fuels, biomass contains a great deal of carbon, Wind is the result of the unequal
products and manure, plant remains, and municipal and burning it releases that carbon into the atmosphere. heating of Earth and the atmosphere.
solid waste (MSW), as well as liquid fuels such as Given the fact that both fossil fuels and biomass raise The heating comes from the Sun.
ethanol and biodiesel. Many forms of biomass used atmospheric carbon concentrations, is it really better for
directly as fuel, such as wood and manure, are readily the environment to replace fossil fuels with biomass? The Hydroelectric energy is indirectly
available all over the world. Because these materials answer depends on how the material is harvested and related to the Sun through the water
are inexpensive and abundant, they account for more processed and on how the land is treated during and after cycle in which the Sun evaporates
than 10 percent of world energy consumption (see harvest. It also depends on how long the carbon has been
Figure 37.6 on page 459), with a much higher per- stored. The carbon found in plants growing today was water. Finally solar energy is energy
centage in many developing countries. Biomass can in the atmosphere in the form of carbon dioxide until harnessed from sunlight.
also be processed or refined into liquid fuels such as recently when it was incorporated into the bodies of the
ethanol and biodiesel, known collectively as biofu- plants through photosynthesis. Depending on the type • What are the sources of tidal,
els. These fuels are used in more limited quantities of plant it comes from, the carbon in biomass fuels may nuclear, and geothermal energy? The
due to the technological demands associated with have been captured through photosynthesis as recently
their use. For example, it is easier to burn a log in a as a few months ago, as in the case of a corn plant, or
gravitational pull of the moon creates
fire than it is to develop the technology to produce perhaps up to several hundred years ago, as in the case tides. Nuclear energy is produced
a compound such as ethanol. of wood from a large tree.We call the carbon in biomass by uranium, which is a radioactive
Biomass—including ethanol and biodiesel— modern carbon, in contrast to the carbon in fossil fuels,
accounts for roughly one-half of the renewable which we call fossil carbon. element mined from Earth’s crust.
energy and approximately 4.5 percent of all the Geothermal energy uses the heat
energy consumed in the United States today (see from radioactive elements, including
Figure 37.7 on page 459). However, the mix of
biomass used in the United States differs from that Biofuel Liquid fuel created from processed or refined uranium from Earth’s interior.
biomass.
found in the developing world. A little less than half
Modern carbon Carbon in biomass that was recently in
of the biomass energy used in the United States the atmosphere.
comes from wood, and a similar amount comes from Fossil carbon Carbon in fossil fuels.
biofuels. Only a small amount (less than 5 percent)

MODULE 38 ■ Biomass and Water 461

TRMACTIVITY 13.4 Biomass

Biomass Concept Map
Solid biomass Biofuels
Visual Representations (SP2)
(10 minutes) Charcoal Manure Ethanol
Students often confuse the different types of Wood Biodiesel
biomass. Have them fill in the concept map
shown to help them distinguish between solid
biomass and biofuels. Activity 13.4: Biomass FIRST PASS
Concept Map contains a reproducible version Friedland_3e_TE_133_TE13.3 - August 16, 2018
of the concept map without answers.

MODULE 38 ■ Biomass and Water 461

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 Unlike modern carbon, fossil carbon has been bur- by photosynthetic carbon fixation that would occur
TRM Teaching Tip: Journal ied for millions of years. Fossil carbon is carbon that in new tree growth. Harvesting the forest may also
was out of circulation until humans discovered it and release carbon from the soil that would otherwise have
Prompt began to use it. The burning of fossil fuels results in remained buried in the A and B horizons. Although
a rapid increase in atmospheric CO2 concentrations the mechanism is not entirely clear, it appears that
(15 minutes) because we are unlocking or releasing stored carbon some of this carbon release may occur because logging
Ask students to compare solid biomass that was last in the atmosphere millions of years ago. In equipment disturbs the soil.
and liquid biomass with the following theory, the burning of biomass (modern carbon) should Tree removal can be sustainable if we allow time for
not result in a net increase in atmospheric CO2 con- forests to regrow. In addition, in some heavily forested
questions. Handout 13.5: Journal centrations because we are returning the carbon to the areas, extracting individual trees of abundant species
Prompt on Biomass contains a atmosphere, where it had been until recently. And, if we and opening up spaces in the canopy will allow other
allow vegetation to grow back in areas where biomass plants to grow and increase habitat diversity, which may
reproducible version of these questions was recently harvested, that new vegetation will take up even increase total photosynthesis. More often, how-
without answers. an amount of CO2 more or less equal to the amount ever, tree removal has the potential to cause soil erosion,
we released earlier by burning the biomass. Over a long to increase water temperatures in nearby rivers and
• What are the different types of solid period of time, the net change in atmospheric CO2 streams, and to fragment forest habitats when logging
biomass and liquid biomass? Solid concentrations should be zero. An activity that does not roads divide them. Tree removal may also harm species
biomass includes wood, charcoal, change atmospheric CO2 concentrations is referred to that are dependent on old-growth forest habitat.
as carbon neutral. Many people in the developing world use wood
and manure. Liquid biomass includes Whether using biomass is truly carbon neutral, how- to make charcoal, which is a superior fuel for many
ethanol and biodiesel. ever, is an important question that is currently being reasons. Charcoal is lighter than wood and contains
discussed by scientists and policy makers. Sometimes approximately twice as much energy per unit of
• How are the different types of the use of modern carbon ends up releasing CO2 into weight. A charcoal fire produces much less smoke than
biomass used? Solid biomass is used the atmosphere that would otherwise have remained wood and does not need to be tended constantly, as
primarily for heating homes and in the soil. does a wood fire. Although it is more expensive than
wood, charcoal is a fuel of choice in urban areas of
cooking food. Liquid biomass is used the developing world and for families who can afford
as a substitute for petroleum. It is Solid Biomass: Wood, Charcoal, it. However, harvesters who clear an area of land for
often mixed with gasoline or diesel. and Manure charcoal production often leave it almost completely
devoid of trees (FIGURE 38.2).
• Where are the different types of Throughout the world, 2 billion to 3 billion people rely In regions where wood is scarce, such as parts
on wood for heating or cooking. In the United States, of Africa and India, people often use dried animal
biomass used? Solid biomass is approximately 3 million homes use wood as the primary manure as a fuel for indoor heating and cooking.
mostly used in developing countries heating fuel, and more than 20 million homes use Burning manure can be beneficial because it removes
wood for energy at least some of the time. In addition,
because wood and manure are less the pulp and paper industries, power plants, and other
harmful microorganisms from surrounding areas,
which reduces the risk of disease transmission. How-
expensive than other fuels. Liquid industries use wood waste and by-products for energy. ever, burning manure also releases particulate matter
biomass is used more in developed In theory, cutting trees for fuel is sustainable if forest and other pollutants that cause a variety of respiratory
growth keeps up with forest removal. Unfortunately,
countries where people can afford it. many forests, like those in Indonesia and parts of Africa
illnesses, from emphysema to cancer. The problem is
exacerbated when the manure is burned indoors in
• How are liquid biomass and solid and South America, are cut intensively, allowing little poorly ventilated rooms, a common situation in many
chance for regrowth.
biomass similar? Both solid and Removing more timber than is replaced by growth,
developing countries. The World Health Organization
estimates that indoor air pollution is responsible for
liquid biomass are derived from the or net removal of forest, is an unsustainable prac- 3 million deaths annually. Chapters 15 and 17 cover
Sun. Both are considered modern tice that will eventually lead to deforestation. This net indoor air pollution and human health in more detail.
removal of forest together with the burning of wood
carbon inputs. results in a net increase in atmospheric CO2: The
Whether indoors or out, burning biomass fuels pro-
duces a variety of air pollutants, including particulate
• Describe the environmental effects CO2 released from the burned wood is not balanced matter, carbon monoxide (CO), and nitrogen oxides
of using solid biomass and the 1NOx 2, which are important components of air pollu-
tion (FIGURE 38.3).
effects of using liquid biomass. Solid Carbon neutral An activity that does not change atmo-
biomass such as wood and manure spheric CO2 concentrations.
Biofuels: Ethanol and Biodiesel
Net removal The process of removing more than is
produce large amounts of particulate replaced by growth, typically used when referring to The liquid biofuels—ethanol and biodiesel—can be
matter, carbon dioxide, and nitrous carbon.
used as substitutes for gasoline and diesel, respectively.
Ethanol Alcohol made by converting starches and
oxides. Liquid biomass burns cleaner sugars from plant material into alcohol and CO2.
Ethanol is an alcohol made by converting starches
and sugars from plant material into alcohol and carbon
than gasoline.

462 CHAPTER 13 ■ Achieving Energy Sustainability

AP® FRQ Practice AP® FRQ Practice AP® FRQ Practice

The use of wood as an energy source The use of wood as an energy source and The use of animal manure as a fuel is covered
and nonrenewable energy sources are forest conservation are covered on the 2012 in the 2009 AP® Environmental Science Exam,
covered in the 2001 AP® Environmental AP® Environmental Science Exam, Question 2. Question 2. To answer this question, students must
Science Exam, Question 1. To answer To answer this question, students must • summarize an article that outlines the
this question, students must • describe a way to reduce a school’s carbon steps by which methane is used to produce
• calculate the number of cubic feet footprint, including environmental benefits electricity in a methane digester.
of natural gas used to heat a house and environmental drawbacks. • discuss environmental benefits of a
over the course of a winter, and the • explain the ecological benefits of an intact methane digester.
cost, using data provided. forest system. • calculate the amount of electricity a farmer
• describe actions residents can • using provided data, calculate the mass of can generate through cow manure.
take to conserve energy and lower carbon accumulated in a forest in 1 year, the • calculate how much the farmer would
heating costs. mass of carbon emitted by a school from fuel save by producing electricity in a methane
• discuss the environmental consumption in 1 year, the amount of forest digester and the number of years it would
advantages and disadvantages of reserve needed to offset the carbon emissions take to recover the installation costs.
using wood as an energy source for of the school, and how much money the school • calculate the minimum number of cows the
home heating. would need to raise to preserve the amount of farmer would need to produce 800,000 kWh
forest it needs to reduce its carbon footprint. of electricity from methane in a year.
462 CHAPTER 13 ■ Achieving Energy Sustainability
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14_FRI_11428_ch13_450_499.indd 462 2/19/19 10:11 AM

 Teaching Tip: Engage
Ask students: Have you ever used a
barbeque with charcoal briquettes?
What do you remember about how it
looks, feels, or smells? Answers will
vary.

(b)

FIGURE 38.2 Charcoal as fuel in the developing world. (a) Many

people in developing countries rely on charcoal for cooking and heat-
ing. This photo shows a charcoal market in the Philippines. (b) Charcoal
production can strip the land of all trees (a: JAY DIRECTO/Getty Images, b: Eduardo
Martino/Panos Pictures)
(a)
Teaching Tip: Journal Prompt
Many students don’t understand
the difference between biofuel and
biodiesel. Ask students to describe the
difference between gasohol, E-85, and
B-20. Gasohol is 10 percent ethanol
and 90 percent gasoline. Gasohol is
currently used in the United States for
cars and light trucks. E-85 is 85 percent
ethanol and 15 percent gasoline. E-85
is available in the United States but
is typically only found in Midwestern
states. B-20 is a mixture of 80 percent
petroleum diesel and 20 percent
FIGURE 38.3 Particulate emissions from burning biomass fuels. Burning biomass fuels con- biodiesel. B-20 is available at some gas
tributes to air pollution. This photo shows smog and decreased visibility in Montreal, Canada, stations scattered around the United
caused by emissions of particulate matter due to the extensive use of woodstoves. (alank/Getty Images)
States and can be used in any diesel
dioxide. More than 90 percent of the ethanol produced Ethanol engine without modifications to that
in the United States comes from corn and corn by-prod- The United States is the world leader in ethanol pro- engine.
ucts, although ethanol can also be produced from sugar- duction, manufacturing roughly 59 billion liters (15.5
cane, wood chips, crop waste, or switchgrass. Biodiesel, billion gallons) in 2017. Brazil, the world’s second larg-
a diesel substitute produced by extracting and chemi- est ethanol producer, is making biofuels a major part
cally altering oil from plants, is a substitute for regular of its sustainable energy strategy. Brazil manufactures
petroleum diesel. It is usually produced by extracting oil ethanol from sugarcane, which is easily grown in its
from algae and plants such as soybean and palm. In the tropical climate. Unlike corn, which must be replanted
United States, many policy makers are encouraging the
production of ethanol and biodiesel as a way to reduce
the need to import foreign oil while also supporting Biodiesel A diesel substitute produced by extracting
and chemically altering oil from plants.
U.S. farmers and declining rural economies.

MODULE 38 ■ Biomass and Water 463

AP® FRQ Practice ACTIVITY

Biodiesel is covered on the 2008 AP® Science Applied 6: Should Corn
Environmental Science Exam, Question 1.
Become Fuel?
To answer this question, students must
• use provided data to calculate the amount Concept Application (SP1)
of microalgae or soybeans needed to
(20 minutes)
produce 1,000 gallons of oil in a year.
For a closer look at the issues involved in
• explain the advantage of microalgae as a using food crops for fuel, have students read
source for biodiesel over other crops. “Science Applied 6: Should Corn Become
• compare the effect on atmospheric CO2 Fuel?” on page 493. Use the questions on page
concentrations from burning biodiesel and 496 for class discussion, or use the practice
fossil fuels. free-response question as a class exercise.
• describe two benefits not related to the
atmosphere of increasing biodiesel use
over the next 50 years.
• discuss two economic or social problems of
using corn for fuel.
MODULE 38 ■ Biomass and Water 463
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 every year, sugarcane is replanted every 6 years and is Biodiesel
TRM Debate the Issue 13.1: sometimes harvested by hand, factors that reduce the Biodiesel is a direct substitute for petroleum-based diesel
amount of fossil fuel energy needed to grow it. fuel. It is usually more expensive than petroleum diesel,
Are Flex-Fuel Vehicles Good Ethanol is usually mixed with gasoline, most com- although the difference varies depending on market con-
monly at a ratio of one part ethanol to nine parts
for the Environment? gasoline. The result is gasohol, a fuel that is 10 percent
ditions and the price of petroleum. Biodiesel is typically
diluted to “B-20,” a mixture of 80 percent petroleum
Environmental Solutions (SP7) ethanol. Gasohol has a higher oxygen content than diesel and 20 percent biodiesel, and is available at some
gasoline alone and produces less of some air pollutants gas stations scattered around the United States. It can be
when combusted. In certain parts of the midwestern
(45 minutes) United States, especially in corn-growing states, a fuel
used in any diesel engine without modification.
Because biodiesel tends to solidify into a gel at low tem-
Have students research flex-fuel called E-85 (85 percent ethanol, 15 percent gasoline) peratures, higher concentrations of biodiesel work effec-
vehicles in preparation for a debate. is available. Flex-fuel vehicles can run on either gas- tively only in modified engines. However, with a kit sold
oline or E-85. However, a study by General Motors
Students should be prepared to discuss several years ago revealed that most of the owners of
commercially, a skilled individual or automobile mechanic
can modify any diesel vehicle to run on 100 percent
the following questions in their debate. the 7 million flex-fuel vehicles in use at that time did straight vegetable oil (SVO), typically obtained as a waste
Debate the Issue 13.1: Are Flex-Fuel not know that their cars could run on E-85. product from restaurants and filtered for use as fuel. Groups
Proponents of ethanol claim that it is a more environ-
Vehicles Good for the Environment? mentally friendly fuel than gasoline, although opponents
of students in the United States have driven buses around
the country almost exclusively on SVO, and some munic-
contains a reproducible version of these dispute that claim. Ethanol does have disadvantages. The ipalities have community-based SVO recycling facilities
questions. carbon bonds in alcohol have a lower energy content (FIGURE 38.4). Although there is unlikely to be enough
than those in gasoline, which means that a 90 percent waste vegetable oil to significantly reduce fossil fuel con-
• What is a flex-fuel car and how is it gasoline/10 percent ethanol mix reduces gas mileage sumption, SVO is nevertheless a potential transition fuel
different from a regular vehicle? by 2 to 3 percent when compared with 100 percent that may temporarily reduce our use of petroleum.
gasoline fuel. As a result, a vehicle needs more gasohol In the United States, most biodiesel comes from soy-
• What are the environmental pros or to go the same distance it could go on gasoline alone. bean oil or processed vegetable oil. However, scientists
cons to using flex-fuel vehicles? Furthermore, growing corn to produce ethanol uses a are working on ways to produce large quantities of bio-
significant amount of fossil fuel energy, as well as land diesel directly from wood or other forms of cellulose—
• What is E-85 and how might it help that can otherwise be devoted to growing food. Ethanol especially waste wood from logging and sawmills. In
the United States become energy production has led to concern among economic analysts addition, some species of algae appear to have great
that this production periodically contributes to short- potential for producing biodiesel. Algae are photosyn-
independent? term food shortages. Furthermore, some scientists argue thetic microorganisms that can be grown almost any-
• Would using more corn for ethanol that using ethanol actually creates a net increase in atmo- where and, of all biodiesel options, produce the greatest
spheric CO2 concentrations.The benefits and drawbacks yield of fuel per hectare of land area per year and utilize
result in a net environmental benefit? of using ethanol as a fuel are discussed in more detail in the least amount of energy and fertilizer per quantity of
In class, select groups to debate the “Science Applied 6: Should Corn Become Fuel?” that
follows this chapter.
issue. Allow each side 2 minutes to Research is under way to find viable alternatives to
prepare, 3 minutes to present, and corn as sources for U.S. ethanol production. Switchgrass
is one possibility. It is a perennial crop, which means that
1 minute for rebuttal. Have the farmers can harvest it without replanting, minimizing soil
remainder of the class take notes, ask disturbance and erosion. Furthermore, switchgrass does
questions, and decide which side has not require as much fossil fuel input as corn to produce.
However, crops such as corn and sugarcane produce eth-
the most persuasive argument. anol more readily due to their high sugar content because
sugars are readily and rapidly converted into ethanol. In
contrast, switchgrass and other alternative materials, such
Teaching Tip: Discussion Starter as wood chips, are composed primarily of cellulose—the
material that constitutes plant cell walls—which must be
Ask students: Why is biodiesel a broken down into sugars before it can be used in ethanol
production. Scientists have not yet developed an efficient
better option for the environment than breakdown process for large-scale ethanol production
conventional diesel fuel? What are from switchgrass, although such a process would increase FIGURE 38.4 A cooking oil recycling program. Used
the energy and carbon advantages of ethanol. cooking oil collected from restaurants in San Francisco,
some of the concerns about biodiesel? California, is transferred to dumpsters where it will be recy-
Emissions of carbon monoxide from cled into biodiesel, reducing demand for fossil fuels and
Flex-fuel vehicle A vehicle that runs on either gasoline keeping the oil from entering the sewer system. (Justin Sullivan/
combustion of biodiesel are lower than or a gasoline/ethanol mixture. Getty Images)
those from conventional petroleum
diesel. Since it contains modern carbon
rather than fossil carbon, biodiesel 464 CHAPTER 13 ■ Achieving Energy Sustainability
should be closer to carbon neutral,
although, as with ethanol, some critics
question whether biodiesel is truly TRM Teaching Tip: Video is used instead of a fossil carbon. This
carbon neutral. For example, producing reduces air pollution by lowering the
biodiesel from soybeans requires A Conversation with Sarah Alexander release of soot, carbon monoxide, and
less fossil fuel input per liter of fuel (10 minutes) sulfates. Additionally, using waste vegetable
than producing ethanol from corn, This short video describes how waste oil diverts it from the landfill or drainage
but because soybeans require more vegetable oil can be made into biodiesel fuel. system.
cropland, the conversion of other lands It focuses on a recent college graduate who • How does a diesel car need to be altered
to cropland may actually transfer more is working with street food vendors in India. to run on biodiesel? It doesn’t. A diesel car
carbon from the soil to the atmosphere. Chapter 13 Web Resources contains a link can use up to 20 percent biodiesel fuel
In contrast, producing biodiesel from to this video. After watching the video, ask (B-20) without a retrofit.
wood waste or algae may require very your students the following questions.
Handout 13.6: Questions for A Conversation • What are two social benefits of using waste
little or no cropland and a minimal
with Sarah Alexander contains a reproducible vegetable oil from street food vendors?
amount of other land.
version of the questions. Vendors are paid for oil that they would
normally throw away, and biodiesel fuel
• What are two environmental benefits is less expensive than conventional diesel
of using waste vegetable oil to make fuel.
biodiesel? When biodiesel fuel replaces
conventional diesel fuel, a modern carbon

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 fuel. One study reported that algae produce 15 to 300 power plant. The turbine, in turn, transforms the kinetic
times more fuel per area used than did conventional energy of water or steam into electricity, which is then Teaching Tip: Review
crops. Algae can be grown on marginal lands, in brack- exported to the electrical grid via transmission lines.
ish water, on rooftops, and in other places that are not The amount of electricity that can be generated at any (10 minutes)
traditionally thought of as agricultural space. particular hydroelectric power plant depends on the flow Ask students to answer the following
Emissions of carbon monoxide from combustion of rate, the vertical distance the water falls, or both. Where
biodiesel are lower than those from petroleum diesel. falling water is the source of the energy, the amount of questions as you review biomass:
Since it contains modern carbon rather than fossil car- electricity that can be generated depends on the vertical • What are the major forms of
bon, biodiesel should be carbon neutral, although, as with distance the water falls; the greater the distance, the more
ethanol, some critics question whether biodiesel is truly potential energy the water has, and the more electricity biomass energy? Biomass energy
carbon neutral. For instance, producing biodiesel from it can generate (see Figure 5.2 on page 48). The amount resources encompass a large class
soybeans requires less fossil fuel input per liter of fuel than of electricity a hydroelectric power plant can generate of fuel types that include wood
producing ethanol from corn, but soybeans require more also depends on the flow rate: the amount of water that
cropland, and so they may actually transfer more carbon flows past a certain point per unit of time. The higher and charcoal, animal products and
from the soil to the atmosphere. In contrast, producing the flow rate, the more kinetic energy is present, and the manure, and plant remains and
biodiesel from wood waste or algae may require very little more electricity can be generated.
or no cropland and a minimal amount of other land.
municipal solid waste (MSW), as well
Run-of-the-River Systems as liquid fuels such as ethanol and
In run-of-the-river hydroelectricity generation, water is biodiesel.
AP® Exam Tip retained behind a low dam and runs through a channel
before returning to the river. Run-of-the-river systems • Why is energy from modern carbon
Make sure that you can differentiate between the
impact of biodiesel fuel and fossil fuels on atmo-
do not store water in a reservoir. These systems have sev- potentially carbon neutral? The
eral advantages that reduce their environmental impact:
spheric CO2 concentrations. Relatively little flooding occurs upstream, and seasonal
carbon in biomass fuels may
changes in river flow are not disrupted. However, run- have been captured through
of-the-river systems are generally small and, because they photosynthesis as recently as a
rely on natural water flows, electricity generation can be
intermittent. Heavy spring runoff from rains or snowmelt few months ago, in the case of a
The kinetic energy of water cannot be stored, and the system cannot generate any elec- corn plant, or up to several hundred
tricity in hot, dry periods when the flow of water is low. years ago, in the case of wood from
can generate electricity
Water Impoundment Systems a large tree. In theory, the burning
Hydroelectricity is electricity generated by the
kinetic energy of moving water. It is the second most
Storing water in a reservoir behind a dam is known of biomass should not result in a
as water impoundment. FIGURE 38.5 on page 466 net increase in atmospheric CO2
commonly used form of renewable energy in the
illustrates the various features of a water impound-
United States and in the world, and it is the form
ment system. By managing the opening and closing concentrations because the carbon
most widely used for electricity generation. As we saw
in Chapter 12 (Figure 34.8 on page 425), hydroelec-
of the gates, the dam operators control the flow rate it releases has recently been in the
of the water that turns the turbine—and in turn the
tricity accounts for approximately 6.5 percent of the
generator—and thereby influence the amount of
atmosphere and presumably will
electricity generated in the United States. More than be taken up by the plants that have
electricity produced.
one-half of that hydroelectricity is generated in five
states: Washington, California, New York, Oregon, and
Water impoundment is the most common method replaced the corn or trees that were
of hydroelectricity generation because it usually allows
Alabama.Worldwide, 17 percent of all electricity comes
for the generation of electricity on demand. The largest removed.
from hydroelectric power plants, with China the lead-
ing producer, followed by Brazil, Canada, the United
hydroelectric water impoundment dam in the United • Why is it important to find abundant
States is the Grand Coulee Dam in Washington State,
States, India, and Russia. In this section we will look
which generates 6,800 MW at peak capacity. The sources of biomass energy?
at ways in which hydroelectricity is generated, and we What are the advantages and
Three Gorges Dam on the Yangtze River in China (see
will consider whether hydroelectricity is sustainable.
Figure 27.2 on page 315) is the largest dam in the world. disadvantages of different forms
It has a capacity of 22,500 MW and can generate almost
Methods of Generating of biomass energy? Biodiesel
Hydroelectricity combustion emits less carbon
Hydroelectricity Electricity generated by the kinetic
Moving water, either falling over a vertical distance or energy of moving water. monoxide and sulfur oxides than
flowing with a river or tide, contains kinetic energy. Run-of-the-river Hydroelectricity generation in which petroleum diesel combustion. Also,
water is retained behind a low dam or no dam.
A hydroelectric power plant captures this kinetic energy
Water impoundment The storage of water in a reservoir because biofuels contain modern
and uses it to turn a turbine in the same way that the
kinetic energy of steam turns a turbine in a coal-fired
behind a dam. carbon, biodiesel should be carbon
neutral. Advantages: Plants can be
grown in many different climates
MODULE 38 ■ Biomass and Water 465
on Earth, and biomass is potentially
renewable, can reduce dependence
on fossil fuels, and is possibly more
TRM Teaching the AP® Tip environmentally friendly than fossil
fuels. Disadvantages: The production
(10 minutes) to complete a chart comparing the two. of biomass can potentially lead to the
To help students differentiate between the Handout 13.7: Biodiesel Versus Fossil Fuel loss of agricultural land and higher
impact of biodiesel fuel and fossil fuels on contains a reproducible version of this chart food costs. Biomass contains less
atmospheric CO2 concentrations, ask students without the answers. energy per liter of fuel and thus will
yield fewer miles per gallon, and may
Biodiesel fuel Fossil fuel
cause a net increase in greenhouse
Does it release CO2 when burned? Yes Yes
gas emissions.
Where did the CO2 come from? Sequestered (absorbed) from the Sequestered (absorbed) from the
atmosphere when the plants grew atmosphere when phytoplankton or
plants grew
How long ago was the CO2 captured from Within the last few months, years, 50 to 150 million years ago
the atmosphere? or decades, depending on the
plant material
Based on time of release, what kind of Modern (recently in the Fossil (out of circulation for millions
carbon is released into the atmosphere? atmosphere) of years)
Does burning this fuel result in a Potentially not (carbon neutral), Yes
net increase of atmospheric CO2 if there are no land use changes
concentrations? during or after biomass removal

MODULE 38 ■ Biomass and Water 465

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 TEACHING with FIGURE 38.5
Visual Representations (SP2) T ansmission line
Tr

Show students Figure 38.5 and

compare it to Figure 34.7 on page 424
in Chapter 12. Ask them the following Reservoir
questions:
Dam
1. How is this hydroelectric dam
similar to the coal-fired electricity Po
Powerhouse
Powerhouse
generation plant from Chapter 12? Generator
Stator
Both figures show a turbine that
is connected to a generator, which Intake
Intake Rotor
Generator
leads to electric transmission lines. shaft
Intake Turbine
Both systems generate electricity by blades
T
Turbine
turning a turbine.
2. How do the electricity generation
plants differ? The coal-fired Outflow
Outflow
electricity generation plant uses Turbine

steam to turn the turbine. The

(a) (b)
steam is produced when energy
from burning coal heats water. The FIGURE 38.5 A water impoundment hydroelectric dam. (a) Water impoundment, a common
method of hydroelectricity generation, allows for electricity generation on demand. Dam operators
SECOND PASS
hydroelectric dam uses flowing control the rate of water flow by opening and closing the gates. Increased
fried_es3e_38_05_3805 - May 4,water
2018 flow results in
water to turn the turbine. increased rotation of the turbines (b) resulting in a greater amount of electricity generated. The
arrows indicate the path of water flow.

85 billion kilowatt-hours per year, approximately transfer the energy generated, transmission lines must be
TRM Teaching Tip: Beyond the 11 percent of China’s total electricity demand. constructed on or near a coastline or estuary. This infra-
Classroom structure may have a disruptive effect on coastal, shoreline,
Tidal Systems and marine ecology as well as on tourism that relies on the
Concept Application (SP1) Tidal energy also comes from the movement of water, aesthetics of a coastal region.
although the movement in this case is driven by the
(60 minutes) gravitational pull of the Moon. Tidal energy systems use
gates and turbines similar to those used in run-of-the-
Hydroelectricity and Sustainability
Ask students to research a tidal energy river and water impoundment systems to capture the Major hydroelectric dam projects have brought renew-
power plant. There are several locations kinetic energy of water flowing through estuaries, rivers, able energy to large numbers of rural residents in many
and bays and convert this energy into electricity. countries, including the United States, Canada, India,
around the world, including Roosevelt Although tidal power plants are operating in many China, Brazil, and Egypt. Although hydroelectric dams
Island Tidal Energy Project (RITE) in parts of the world, including France, Korea, and Canada, are expensive to build, once built, they require a mini-
New York City, La Rance Tidal Power tidal energy does not have the potential to become a mal amount of fossil fuel for operation. In general, the
major energy source. In many locations around the world, benefits of water impoundment hydroelectric systems are
Plant in France, Sihwa Lake Tidal Power the difference in water level between high and low tides great:They generate large quantities of electricity without
Station in South Korea, and the Tidal is not great enough to provide sufficient kinetic energy creating air pollution, waste products, or CO2 emissions.
Lagoon Project in Swansea, Wales. to generate a large amount of electricity. In addition, to Electricity from hydroelectric power plants is usually less
expensive for the consumer than electricity generated
Some questions for students to consider using nuclear fuels or natural gas. In the United States, the
in their reports include the following. Tidal energy Energy that comes from the movement of
water driven by the gravitational pull of the Moon.
price of hydroelectricity ranges from 5 cents to 11 cents
Handout 13.8: Tidal Energy Research per kilowatt-hour.
Project contains a reproducible version
of these questions. 466 CHAPTER 13 ■ Achieving Energy Sustainability
• Where is the plant located?
• When was the plant constructed?
• How much energy does it provide? Teaching Tip: Concept Check
• What are the environmental benefits Ask students: What are three methods
and environmental costs of the of generating hydroelectricity?
project? Hydroelectricity can be generated
by run-of-the-river systems, water
impoundment systems, and tidal
systems.

466 CHAPTER 13 ■ Achieving Energy Sustainability

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14_FRI_11428_ch13_450_499.indd 466 2/19/19 10:12 AM

 In addition, the reservoir behind a hydroelectric dam of flooding. Some plant species, such as cottonwood
can provide recreational and economic opportunities as trees, cannot reproduce in the absence of these sandbars.
well as downstream flood control for flood-prone areas. The life cycles of certain aquatic species, such as salmon,
ACTIVITY
For example, Lake Powell, the reservoir impounded by certain trout species, and freshwater clams and mussels, also Find a Dam
the hydroelectric Glen Canyon Dam, draws more than depend on seasonal variations in water flow. Impound-
3 million visitors to the Glen Canyon National Recre- ment systems disrupt these life cycles by controlling the
ation Area each year and generates more than $400 flow of water so it is consistently plentiful for hydro-
(20 minutes)
million annually for the local and regional economies electricity generation. Divide your class into six groups and
in Arizona and Utah (FIGURE 38.6). In China, the Three It is possible to address some of these problems. For assign each group a question from the
Gorges Dam provides flood control and protection to example, as we saw in Chapter 9, the installation of a
many millions of people. fish ladder (see Figure 27.3 on page 315) may allow list below. Each group will then have to
Water impoundment, however, does have negative fish to travel upstream around a dam. Such solutions are find the name and a picture of their dam.
environmental consequences. In order to form an not always optimal, however; some fish species fail to Once groups have finished, ask them to
impoundment, a free-flowing river must be held back. utilize them and some predators learn to monitor the
The resulting reservoir may flood hundreds or thou- fish ladders for their prey. share their findings with the class.
sands of hectares of prime agricultural land or canyons Other environmental consequences of water impound- 1. What is the tallest dam in the United
with great aesthetic or archeological value. It may also ment systems include the release of greenhouse gases to the
force people to relocate. As we saw in Chapter 9, the atmosphere, both during dam construction and after filling States? Oroville Dam (CA): 235 m
construction of the Three Gorges Dam displaced the reservoir. Production of cement—a major component (770 ft.)
more than 1.3 million people and submerged ancient of dams—is responsible for approximately 5 percent of
cultural and archaeological sites as well as large areas of global anthropogenic CO2 emissions to the atmosphere. 2. What is the tallest dam in the world?
farmland. Impounding a river in this way may also make Once the dam is completed, the impounded water usually Jinping-I Dam (China): 305 m
it unsuitable for organisms or recreational activities covers forests or grasslands. The dead plants and organic
that depend on a free-flowing river. Large reservoirs of materials in the flooded soils decompose anaerobically and (1,001 ft.)
standing water hold more heat and contain less oxygen release methane, a potent greenhouse gas. Some researchers 3. What dam has the highest
than do free-flowing rivers, thereby affecting which assert that in tropical regions, the methane released from
species can survive in the waters. Certain human a hydroelectric water impoundment contributes more to generating capacity in the United
parasites also become more abundant in impounded climate warming than a coal-fired power plant with about States? Grand Coulee Dam (WA):
waters in tropical regions. the same electricity generation output.
By regulating water flow and flooding, dams also The accumulation of sediments in reservoirs has neg-
6809 MW
alter the dynamics of the river ecosystem down- ative consequences not only for the environment but 4. What is the dam with the highest
stream. Some rivers, for example, have sandbars cre- also for the electricity-generating capacity of hydro-
ated during periods of low flow that follow periods electric dams. A fast-moving river carries sediments generating capacity in the world?
Three Gorges Dam (China): 22,500 MW
5. Is there a dam in your home state?
Answers will vary
6. Name ONE dam in another country.
Answers will vary

ACTIVITY
Should We Build a Dam?

FIGURE 38.6 A recreation area

Environmental Solutions (SP7)
created by water impoundment.
Lake Powell at the Glen Canyon(20 minutes)
Have your class help you list the pros
National Recreation Area was cre-
ated by water impoundment at the
hydroelectric Glen Canyon Dam and cons of dams on the board (see
Table 40.1 on pages 482–483). Then
in northern Arizona. (Sal Maimone/Sal
Maimone/Superstock)
divide students into groups of three or
four and pose the hypothetical question:
MODULE 38 ■ Biomass and Water 467 Suppose you live in a small town that
is beside a beautiful river. Your town
is in need of an additional source of
electricity and the town council is
AP® FRQ Practice considering building a dam. Should your
Dams and keystone species are covered in town build the dam?
®
the 2017 AP Environmental Science Exam, Have groups discuss whether or not
Question 4. To answer this question, students they would want to build the dam and
must encourage them to refer to the pro and
• explain how a dam generates hydroelectric con list. When groups have decided,
energy. take a class poll, and see how many
groups voted in favor of the dam, and
• identify additional economic benefits of dams.
how many voted against the dam. Be
• describe a negative environmental certain to remind the students that
consequence of removing a dam from a there are other possibilities: They can
river. conserve, increase efficiency, and
• define keystone species. perhaps shift electrical demand to
• describe how beavers are keystone species different times of the day and night and
in some ecosystems because of the dams eliminate the need for the additional
they build. source of electricity.

MODULE 38 ■ Biomass and Water 467

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14_FRI_11428_ch13_450_499.indd 467 2/19/19 10:12 AM

 ACTIVITY
TRM

Dam Removal Investigation

(20 minutes)
The website noted in Chapter 13
Web Resources shows a map of the
U.S. dams removed since 1916. Have
students work in pairs to find the dam
removal project closest to your school.
Have them click on the icon to find out (a) (b)
more information about the project, FIGURE 38.7 Dam removal and environmental restoration. In recent years, a number of
such as the name of the dam, when it dams have been dismantled due to environmental concerns or heavy siltation. (a) This photo
shows Oregon’s Marmot Dam, on the Sandy River, before removal. (b) The same stretch of the
was removed, dam height, length, and Sandy River after dam removal in 2007 shows how the natural landscape has been restored.
the name of the river or basin. You can (a and b: Portland General Electric)

also suggest that students do an image that settle out when the river feeds into the reservoir. dismantled, as we saw at the beginning of Chapter 9. In
search on the internet for the dam so The accumulation of these sediments on the bottom 1999, the Edwards Dam was removed from the Ken-
they can see pictures of it. of the reservoir is known as siltation. Over time, as nebec River in Maine. More than a decade later, native
the reservoir fills up with sediments, the amount of fishes such as bass and alewives have returned to the
water that can be impounded, and thus the generat- waters and are flourishing. In 2007, the Marmot Dam
ing capacity and life span of the dam, is reduced. This on Oregon’s Sandy River was removed using explosives.
process may take hundreds of years or only decades, The restored river now hosts migrating salmon and
depending on the geology of the area. The only way steelhead trout (Oncorhynchus mykiss) for the first time
to reverse the siltation process is by dredging, removal since 1912 (FIGURE 38.7).
of the sediment, usually with machinery that runs on
fossil fuels.
Teaching the AP® Tip Because of either environmental concerns or heavy
siltation, a number of hydroelectric dams are being AP® Exam Tip
To help students understand the You should be able to explain the processes by
which alternative sources of energy are converted to
processes by which alternative forms Siltation The accumulation of sediments, primarily silt,
on the bottom of a reservoir. useable forms of energy.
of energy are converted to useable
forms of energy, ask them the following
questions:

38
MODULE
• How can water be used as a Preparing for the AP Exam ®

renewable energy resource? Moving ®

AP Review
water, either falling over a vertical
distance or flowing with a river
In this module, we have seen that biomass and water are as soybean. Algae is another source of oil for biodiesel.
or tide, contains kinetic energy. A two important renewable energy sources. Biomass is a Hydroelectricity is generated from the energy in water.
hydroelectric power plant captures modern source of carbon, which was formed between The largest hydroelectric projects come from impound-
this kinetic energy and uses it to a few years ago and hundreds of years ago, as opposed ing water behind a large dam and releasing it periodi-
to fossil fuels, which contain carbon formed millions of cally when electricity is needed. The impounded water
turn a turbine, just as the kinetic years ago. Solid biomass includes wood, charcoal, and behind a dam can promote recreational and economic
energy of steam turns a turbine in a animal manure, all of which are relatively low-quality opportunities but can also have numerous impacts on
coal-fired power plant. It harnesses sources of energy and release a fair amount of particulates the environment. Water availability in a region may be
and other pollutants when burned. Liquid fuels include somewhat variable. In the next module we will exam-
the flowing water by forcing it past ethanol, an alcohol derived from plant material such as ine two continuous, nondepletable sources of renewable
turbine blades where it is converted corn, and biodiesel, produced from vegetable oils such energy: the Sun and wind.
into electrical energy. Moving water
468 CHAPTER 13 ■ Achieving Energy Sustainability
is of limited value to people, but
electrical energy can be widely used.
• What renewable energy source is
similar to water in the way that it Teaching Tip: Journal Prompt Removal is the only way to reverse excess
generates electricity? Wind is similar siltation. This is done by dredging silt from
to water, in that both are natural (10 minutes) behind the dam or using large equipment
currents are used to move a turbine. Ask students to review the definition of to dig it out. Both are labor intensive, use
siltation and answer the following questions: fossil fuels, and are expensive.
• What are the negative consequences of the
accumulation of sediment in reservoirs?
As a reservoir fills up with sediment, less
water can be impounded. This reduces
the generating capacity and the lifespan
of a dam. A dam prevents nutrient-rich
sediment from overflowing the river and
fertilizing the low-lying agricultural areas
adjacent to the river.
• How can siltation be remediated or fixed?
Describe some of the environmental
disadvantages of these techniques.

468 CHAPTER 13 ■ Achieving Energy Sustainability

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 AP® Practice Questions
Answers to Module 38
Choose the best answer for the following.
AP® Practice Questions
1. Which is NOT a form of biomass? 3. Which is true of solid biofuels?
(a) coal (a) Charcoal is the primary replacement when wood
(b) charcoal is scarce. 1. a
(c) municipal solid waste (b) Indoor air pollution from them results in millions
(d) ethanol of deaths annually. 2. b
(c) Switchgrass is a newly developed replacement for 3. b
2. A hydroelectric power plant’s rate of electricity gen-
wood.
eration depends on
I. the flow rate of the water.
(d) They are carbon neutral due to the net removal 4. d
of forests.
II. the vertical distance the water falls.
III. the amount of water behind the dam. 4. Cellulosic ethanol is produced from 5. c
(a) I only (a) corn.
(b) I and II (b) beets.
(c) II only (c) sugarcane.
(d) II and III (d) switchgrass.
5. The most common method of hydroelectric generation is
(a) run-of-the-river.
(b) tidal.
(c) water impoundment.
(d) gorge dams.

39
Bell Ringer
MODULE Tell students that this module covers
four different energy sources: solar,
wind, geothermal, and hydrogen. Then
ask: Which of these four energy sources
do you think accounts for the largest
percentage of renewable energy use in
Solar, Wind, Geothermal, the United States? Wind, at 21 percent
of U.S. renewable energy use, accounts
and Hydrogen for the largest percentage of renewable
energy use in the United States.

After biomass and water, the most important forms Learning Goals
of renewable energy come from the Sun and wind.
These nondepletable sources of renewable energy rep- After reading this module, you should be able to
resent the fastest growing forms of energy development
throughout the world. • list the different forms of solar energy and
their application.
• describe how wind energy is harnessed
The energy of the Sun can be and its contemporary uses.
captured directly • discuss the methods of harnessing the
internal energy from Earth.
In addition to driving the natural cycles of water and • explain the advantages and disadvantages
air movement that we can tap as energy resources, the of energy from hydrogen.
Sun also provides energy directly. Every day, Earth is

MODULE 39 ■ Solar, Wind, Geothermal, and Hydrogen 469

MODULE 39 ■ Solar, Wind, Geothermal, and Hydrogen 469

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14_FRI_11428_ch13_450_499.indd 469 2/19/19 10:12 AM

 TEACHING with FIGURE 39.1
Visual Representations (SP2)
Show students Figure 39.1 and ask the
following questions:
• What do the colors on the map
indicate? The colors indicate the
amount of solar energy available
to a flat photovoltaic solar panel in
kilowatt-hours per square meter per
day, averaged over a year. kWh/m2/d
6.5–7.0
• What is the kilowatt hours per 6.0–6.5
square meter per day at each of the 5.5–6.0
5.0–5.5
following locations? 4.5–5.0

Houston, TX: 4.0–4.5

3.5–4.0
5.025.5 kWh>m2 >day 3.0–3.5
2.5–3.0
New York City:
4.525.0 kWh>m2 >day FIGURE 39.1 Geographic variation in solar radiation in the United States. This map shows
Phoenix, AZ: the amount of solar energy available to a flat photovoltaic solar panel in kilowatt-hours per square
meter per day, averaged over a year. (Data from National Renewable Energy Laboratory, U.S. Department of Energy.)
6.026.5 kWh>m2 >day
Cleveland, OH: bathed in solar radiation, an almost limitless source of oven. Inside the box, the solar energy is absorbed by a
4.024.5 kWh>m2 >day energy. The amount of solar energy available in a par- dark base and a cooking pot and is converted into heat
ticular place varies with amount of cloudiness, time of energy. The heat is distributed throughout the box by
• What is the kilowatt hours per square day, and season. The average amount of solar energy reflective material lining the interior walls and is kept
meter per day at your location? available varies geographically. As FIGURE 39.1 shows, from escaping by a glass top. On sunny days, such box
average daily solar radiation in the continental United cookers can maintain temperatures of 1758C 13508F2,
(Answers will vary.) States ranges from 3 kWh of energy per square meter heat several liters of water to boiling in under an hour,
• If you were the governor of the state in the Pacific Northwest to almost 7 kWh per square or cook traditional dishes of rice, beans, or chicken in
meter in parts of the Southwest. 2 to 5 hours.
of Arizona, what type of incentive Solar ovens have both environmental and social
would you recommend to increase benefits. The use of solar ovens in place of firewood
the number of photovoltaic arrays Passive Solar Heating reduces deforestation and, in areas unsafe for travel,
We have already seen several applications of passive solar having a solar oven means not having to leave the
used in residential homes? Answers heating, including positioning windows on south-fac- relative safety of home to seek firewood. For exam-
will vary. For example, the state ing walls to admit solar radiation in winter, covering ple, over 10,000 solar ovens have been distributed in
could offer a tax deduction for those buildings with dark roofing material in order to absorb refugee camps in the Darfur region of western Sudan
the maximum amount of heat, and building homes in Africa, where leaving the camps to find cooking
who install a photovoltaic system of into the side of a hill. None of these strategies relies on fuel would put women at risk of attack (FIGURE 39.2).
2 kW or more in their homes. The intermediate pumps or technology to supply heat. Solar
state could also offer a subsidy for ovens are another practical application of passive solar
Active Solar Energy Technologies
heating. For instance, a simple “box cooker” concen-
those who purchase a photovoltaic trates sunlight as it strikes a reflector on the top of the In contrast to passive solar design, active solar energy
system. technologies capture the energy of sunlight with the
use of technologies that include small-scale solar water
heating systems, photovoltaic solar cells, and large-scale
Active solar energy Energy captured from sunlight with concentrating solar thermal systems for electricity
TRMACTIVITY 13.5 advanced technologies.
generation.
Solar Soil-Heating Contest
470 CHAPTER 13 ■ Achieving Energy Sustainability
(60 minutes)
In this activity, students design a
passive solar heater to warm up a bit
of soil. They also compete with their TRM ACTIVITY 13.6 Solar
classmates to see which group can Energy
heat their petri dish of soil the most. Solar Energy Concept Map
Activity 13.5: Solar Soil-Heating
Visual Representations (SP2) Passive Active
Contest contains a step-by-step guide
for running this activity with your class. (10 minutes)
There are many types of solar energy Heating Heating Electricity
systems and students often need
help differentiating among them. Have Solar
Building Solar Solar Photovoltaic thermal
students fill in the concept map shown design oven water cells power-
to clarify the various ways that we heater plants
capture and use solar energy.
Activity 13.6: Solar Energy Concept
Map contains a reproducible version of
the concept map without answers. SECOND PASS
Friedland_3e_TE_134_TE13.4 - August 19, 2018

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 Solar collector Teaching Tip: Discussion Starter
heats circulating
liquid.
(10 minutes)
Ask students the following questions
to compare and contrast passive solar
heating and active solar water heating
system:
• What equipment do passive solar
Hot water heating and active solar water
for use in
house heating systems use? Passive
Out systems need no extra equipment.
Passive systems include positioning
Circulation
pump
windows on south-facing walls to
Hot water tank admit solar radiation in winter and
Cold water
covering buildings with dark roofing
supply In Heat exchanger material in order to absorb the
in hot water tank
transfers heat from maximum amount of heat. Active
circulating fluid to water.
systems for heating water in homes
FIGURE 39.3 A solar domestic hot water system. When typically involve a nonfreezing liquid
a solar hot water system is used to heat a house, a non-
freezing liquid is circulated by an electric pump through a that moves from a water storage
closed loop of pipes. This circulating liquid moves from a tank to a solar collector on the roof,
water storage tank to a solar collector on the roof, where
FIGURE 39.2 Solar cookers. This woman in a Mali village it is heated, and then sent back to the tank, where a heat where it is heated and then returns
in West Africa is preparing food with a solar cooker. (Joerg
Boethling/Alamy)
exchanger transfers the heat to water. to the tank, where a heat exchanger
transfers the heat to water.
Solar Water Heating Systems tank and a “working” liquid containing nontoxic • What is the primary use of a passive
Solar water heating applications range from pro- antifreeze circulates in pipes between the storage tank solar heating system? What is
and the solar collector. The nonfreezing circulating
viding domestic hot water and heating swimming
liquid is heated by the Sun in the solar collector, then the primary use of an active solar
pools to a variety of heating purposes for business
and home. In the United States, heating swimming returned to the storage tank where it flows through a heating system? A passive solar
pools is the most common application of solar water heat exchanger that transfers its heat to the water. The heating system is primarily used to
heating, and it is also the one that pays for itself the energy needed to run the pump is usually much less
than the energy gained from using the system, espe- heat homes or as solar cookers. An
most quickly.
A household solar water heating system, like the cially if the pump runs on electricity from the Sun. active solar heating system is used
Solar water heating systems typically include a backup
domestic hot water system shown in FIGURE 39.3, allows
energy source, such as an electric heating element or
for heating homes and can be used
heat energy from the Sun to be transferred directly to for heating water.
water or another liquid, which is then circulated to a a connection to a fossil fuel–based central heating
system, so that hot water is available even when it is
hot water heating system. The circulation of the liquid
cloudy or very cold.
• What is the relative cost of passive
is driven either by a pump (in active systems) or by nat- and active solar heating systems?
ural convection (in passive systems). In both cases, cold
liquid is heated as it moves through a solar collector
Photovoltaic Systems The cost of a passive system can
mounted on the roof or wall of a building or situated In contrast to solar water heating systems, photo- be relatively low. The house would
on the ground. voltaic solar cells capture energy from the Sun as
The simplest solar water heating systems pump light, not heat, and convert it directly into electricity. need to add double- or triple-pane
cold water directly to the collector to be heated; the windows, with the windows facing
heated water then flows back to an insulated storage
Photovoltaic solar cell A system of capturing energy
south, and solar cookers require
tank. In areas that are sunny but experience tempera-
tures below freezing, the water is kept in the storage
from sunlight and converting it directly into electricity. few materials. The cost of an active
system is higher because of the
piping, heat exchanger, and solar
MODULE 39 ■ Solar, Wind, Geothermal, and Hydrogen 471
collector.

AP® FRQ Practice

Photovoltaic systems are covered on the 2006
AP® Environmental Science Exam, Question 1.
To answer this question, students must
• describe environmental costs and benefits
of photovoltaic systems.
• write an argument in favor of a solar-power
system described in an accompanying
article, including an analysis of the pros and
cons of that system.
• create and describe two possible ways
that government or industry could promote
photovoltaic systems for homeowners.
• discuss two methods homeowners could
use to incorporate passive solar design
or systems into the energy plan for their
homes and how these methods would
reduce their energy costs.
MODULE 39 ■ Solar, Wind, Geothermal, and Hydrogen 471
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14_FRI_11428_ch13_450_499.indd 471 2/19/19 10:12 AM

 you how to calculate electricity production and dollar
savings from a home photovoltaic solar system.
Electricity produced by photovoltaic systems can be
used in several ways. Solar panels—arrays of photovoltaic
Export to/
import from
solar cells—on a roof can be used to supply electricity to
Solar grid appliances or lights directly, or they can be used to charge
panel
batteries. The vast majority of photovoltaic systems are
tied to the electrical grid, meaning that any extra elec-
tricity generated and not needed is sent to the electric
utility, which buys it or gives the customer credit toward
DC to AC inverter the cost of future electricity use. Homes that are “off the
grid” may rely on photovoltaic solar cells as their only
source of electricity, using batteries to store the electric-
Breaker
box ity until it is needed. Photovoltaic solar cells have other
Outlets
uses in locations far from the grid where a small amount
of electricity is needed on a regular basis. For example,
small photovoltaic solar cells charge the batteries that
keep highway emergency telephones working. In several
U.S. cities, photovoltaic solar cells provide electricity for
(a) streetside trash compactors and for new “smart” parking
meter systems that have replaced aging coin-operated
parking meters.

Concentrating Solar Thermal Electricity

Generation
Concentrating solar thermal (CST) systems are a large-
scale application of solar energy to electricity generation.
CST systems use lenses or mirrors and tracking systems
to focus the sunlight falling on a large area into a small
beam, in the same way you might use a magnifying glass
to focus energy from the Sun and perhaps burn a hole
in a piece of paper. In this case, however, the heat of
the concentrated beam is used to evaporate water and
(b) produce steam that turns a turbine to generate electric-
ity. CST power plants operate much like conventional
FIGURE 39.4 Photovoltaic solar energy. (a) In this domes- thermal power plants; the only difference is that the
tic photovoltaic system, photovoltaic solar panels convert energy to produce the steam comes directly from the
sunlight into direct current (DC). An inverter converts DC Sun, rather than from fossil fuels. The arrays of lenses
into alternating current (AC), which supplies electricity to the and mirrors required are large, so CST power plants are
house. Any electricity not used in the house is exported to
best constructed in desert areas where there is consistent
the electrical grid. (b) Photovoltaic panels on the roof of this
house provide nearly all of the electricity this family uses.
sunshine and plenty of open space (FIGURE 39.5).
(altrendo images/Getty Images)
Although CST systems have existed for 10 years or
more, they are now becoming more common. In the
United States, several plants are under development in
California and in the Southwest. For example, the Ivanpah
FIGURE 39.4a shows how a photovoltaic system, also
plant in California contains over 250 MW of capacity on
TRM Teaching the AP® Tip referred to as PV, delivers electricity to a house. A pho-
tovoltaic solar cell makes use of the fact that certain
3,500 acres (1,420 ha). These plants, though, have draw-
backs that include the large amount of land required and
semiconductors—very thin, ultraclean layers of mate-
Many students have a hard time rial—generate a low-voltage electric current when
their inability to generate electricity at night.
differentiating among the types of active they are exposed to direct sunlight (Figure 39.4b).
solar energy technologies. Ask students The low-voltage direct current is usually converted
into higher-voltage alternating current for use in AP® Exam Tip
to work with a partner to fill in the chart homes or businesses. Typically, photovoltaic solar cells
Be sure that you understand the different types of
shown below. (Answers are provided in are 12 to 20 percent efficient in converting the energy
solar energy systems, their respective benefits and
italics.) Handout 13.9: Differentiating of sunlight into electricity. “Do the Math: Calculating
costs, and their use and design.
Home PV Generation and Capacity Factor” shows
Types of Active Solar Energy
Technologies contains a reproducible
version of this chart without answers. 472 CHAPTER 13 ■ Achieving Energy Sustainability

Description Advantages Disadvantages

Solar water heating Typically involves a nonfreezing liquid • Relatively inexpensive to install • Manufacturing materials require high input of
systems circulated by an electric pump through a • After initial investment, no cost to harvest metals and water
closed loop of pipes from a water storage energy • Geographically limited
tank to a solar collector on the roof,
where it is heated and sent back to the • Reduces costs for home heating and hot • High initial cost
tank, where a heat exchanger transfers water
the heat to water
Photovoltaic cells Capture energy from the Sun as light, not • Nondepletable resource • Manufacturing materials require high input of
heat, and convert it directly into electricity • After initial investment, no cost to harvest metals and water
energy • No plan in place to recycle solar panels
• Can connect to main grid so owner can sell • Geographically limited
excess energy • High initial cost
• Storage batteries required for off-grid system
Solar thermal power Large-scale application of solar energy • Can produce energy with no fossil fuels • Requires a large amount of land
plants (CST) to electricity generation; use lenses or • After initial investment, no cost to harvest • Unable to generate electricity at night
mirrors and tracking systems to focus energy
the sunlight falling on a large area into a
small beam

472 CHAPTER 13 ■ Achieving Energy Sustainability

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 Calculating Home PV Generation and Preparing for the AP® Exam
Capacity Factor D O T H E “Do the Math:
One of this book’s authors, Andy Friedland, has a 4,000 watt photovoltaic solar array along the side of the driveway to his
MATH Calculating Home
PV Generation and
house in Vermont. It consists of 16 250-watt solar panels. In 2017, this array generated 5,300 kwh of electricity. Electricity in
Vermont costs $0.15/kwh. What is the capacity factor of this system and how much did Professor Friedland offset in electricity Capacity Factor” works with the
costs? concept of capacity factor to show
If 4,000 watts were generating continuously, it would generate this much electricity in a year: students how to calculate how much in
4,000 watts 3 1 kw>1,000 watts 5 4 kw electricity costs can be offset by using
4 kw 3 24 hours per day 3 365 days per year 5 35,000 kwh per year (after rounding to two significant figures) if the solar
a photovoltaic solar array. “Your Turn”
panels were generating 24 hours per day. provides a similar problem using a
In actuality, if the system generated 5,300 kwh of electricity, the capacity factor is: wind turbine.
5,300 kwh>year 4 35,000 kwh>year 5 0.15 3 100% 5 15% capacity factor
ANSWER TO YOUR TURN
The capacity factor or percentage of time that the photovoltaic cells were generating electricity at full capacity was 15 percent.
1. 3 MW 5 3 3 106 watts
To determine the dollar amount of the offset with this system, multiply the amount generated by the cost of electricity:
5,300 kwh 3 $0.15>kwh 5 $795. Professor Friedland offset, or avoided paying, $795 to the electrical utility in 2017. 3 3 106 watts 3 1 kW>1,000
YOUR A 3 MW wind turbine was installed in an on-land location where the capacity factor was measured to be 22 percent. watts 3 24 hours>day
TURN
1. How much electricity will this wind turbine generate in a year?
2. How much revenue would a utility receive if they were paid $0.05/kwh for this electricity?
3365 days>year 3 0.22
5 5,800,000 kWh>year
1with rounding2
2. 5,800,000 kWh 3 $0.05>kWh
5 $290,000 1after rounding2
Benefits and Drawbacks of Active
Solar Energy Systems
Active solar energy systems offer many benefits such as TRM MATH SKILLS Practice 13.2
generating hot water or electricity without producing
CO2 or polluting the air or water during operation. Capacity Factor
In addition, photovoltaic solar cells and CST power
plants can produce electricity when it is needed most: Mathematical Routines (SP6)
on hot, sunny days when demand for electricity is high,
primarily for air conditioning. By producing electric- The problem below uses information
ity during peak demand hours, these systems can help
reduce the need to build new fossil fuel–power plants. from “Do the Math.” Math Skills
In many areas, small-scale solar energy systems are Practice 13.2: Capacity Factor contains
economically feasible. For a new home located miles
away from the grid, installing a photovoltaic system
a reproducible version of this problem
may be much less expensive than running electrical without the answer.
transmission lines to the home site. When a house is Suppose Professor Friedland wanted
near the grid, the initial cost of a photovoltaic system
may take 5 to 20 years for payback; once the initial to increase his $795 offset electricity
FIGURE 39.5 A concentrating solar thermal power plant. cost is paid back, however, the electricity it generates costs by an additional $500. How much
Mirrors and reflectors concentrate the energy of the Sun is almost free.
onto a “power tower,” which uses the sunlight to heat water electricity (in kWh) would his solar
Despite these advantages, a number of drawbacks
and make steam for electricity generation. (Lowell Georgia/Science
have inhibited the growth of solar energy use in the panel array have to generate for him to
Source)
United States. Photovoltaic solar panels are expensive save this much in a year? What is the
corresponding capacity factor of this
MODULE 39 ■ Solar, Wind, Geothermal, and Hydrogen 473 system? Recall that electricity costs
$0.15>kWh and that if the system were
working continuously it would generate
35,000 kWh per year.
TRM Teaching Tip: Video • What are some physical and logistical Increased offsets:
challenges to producing more electricity $795 1 $500 5 $1,295
How Do Solar Panels Work? from solar energy? Solar energy is
unevenly distributed across Earth, its Electricity generated:
(10 minutes) $1,295 4 $0.15>kWh 5 8,633.3 kWh.
Use this short video from TED-Ed to help availability in a given place varies from day
to day, and most commercial systems are Professor Friedland needs to generate
students understand how solar panels work. 8,634 kWh of electricity to save an
Chapter 13 Web Resources contains a link only 15 to 20 percent efficient.
additional $500.
to this video. Then ask the questions below.
Capacity factor:
Handout 13.10: Questions for How Do Solar
8,634 kWh>year 4 35,000 kWh>year
Panels Work? contains a reproducible version
of these questions. 5 0.25 3 100% 5 25%
• Why can solar cells last for decades? The The capacity factor, or percentage of
moving electrons return to their position time that the photovoltaic cells were
in the crystalline silicon and are therefore generating electricity at full capacity,
reused, rather than depleted. would be 25 percent.

MODULE 39 ■ Solar, Wind, Geothermal, and Hydrogen 473

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 to manufacture and install. Although the technology

Global installed wind energy capacity (GW)

TRM LAB 13.2 is changing rapidly as industrial engineers and sci-
entists seek better, cheaper photovoltaic materials
500

Solar Energy and systems, the initial cost to install a photovoltaic

system can be daunting and the payback period is a 375
(60 minutes) long one. In parts of the country where the average
Lab 13.2: Solar Energy allows students daily solar radiation is low, the payback period can
be even longer. Some countries, such as Germany,
to experiment with solar cells and to have made solar energy a part of their sustainable
250

compare energy output with different energy agenda by subsidizing their solar industry.
variables in order to learn how passive In the United States, recent tax breaks, rebates, and 125
funding packages instituted by various states and the
solar systems work. federal government have made solar electricity and
Addresses SP4 water heating more affordable for consumers and 0
businesses. 2000 2004 2008 2012 2016
The use of photovoltaic solar cells has environ-
Year
mental as well as financial costs. Manufacturing pho-
tovoltaic solar cells requires a great deal of energy FIGURE 39.6 Global growth of installed wind energy
and water and involves a variety of toxic metals capacity. Worldwide, installed wind energy capacity is now
FIRST PASS
and industrial chemicals that can be released into almost 500fried_es3e_39_06_3906
gigawatts (GW). (Data from- Global
May Wind Energy Council.)
1, 2018
the environment during the manufacturing process,
although newer types of these solar cells may reduce
reliance on toxic materials. For systems that use bat-
teries for energy storage, there are environmental cooler, denser air sinks, creating circulation patterns
costs associated with manufacturing, disposing of, similar to those in a pot of boiling water. Ultimately,
or recycling the batteries, as well as energy losses the Sun is the source of all winds—it is solar radiation
during charging, storage, and recovery of electricity and ground surface heating that drive air circulation.
in batteries. The end-of-life reclamation and recy- Before the electrical grid reached rural areas of the
cling of photovoltaic solar cells is another potential United States in the 1920s, windmills dotted the land-
source of environmental contamination, particularly scape. Today, wind energy is the fastest-growing major
if the cells are not recycled properly. However, solar source of electricity in the world. As FIGURE 39.6 shows,
energy advocates, and even most critics, agree that global installed wind energy capacity has risen from
Teaching Tip: Concept Check the energy expended to manufacture photovoltaic less than 24 gigawatts in 2001 to almost 500 giga-
solar cells is usually recovered within a few years of watts today. FIGURE 39.7 shows installed wind energy
Ask students: Why are active their operation, and that if the life span of photovol- generating capacity and the percentage of electricity
taic solar cells can be increased to between 30 and generated by wind for a number of countries. China
solar energy systems not feasible 50 years, they will be a very promising source of has the largest wind energy generating capacity in the
everywhere? The average amount renewable energy. world, followed by the United States, Germany, India,
of solar energy available varies and Spain.
Despite its large generating capacity, the United States
geographically. In the continental United obtains less than 6 percent of its electricity from wind.
States, average daily solar radiation Wind energy is the most The largest amounts are generated in Texas, Oklahoma,
ranges from 3 kWh of energy per square rapidly growing source Iowa, California, and Kansas, although more than 40 U.S.
states produce at least some wind-generated electricity.
meter in the Pacific Northwest to almost of electricity Denmark, a country of 5.8 million people, generates
7 kWh per square meter in parts of the about 37 percent of its electricity from wind and hopes
The wind is another important source of nondepletable, to increase this figure to 50 percent soon. Although the
Southwest. renewable energy. Wind energy is energy generated United States currently obtains only a small percent of its
from the kinetic energy of moving air. As discussed in electricity from wind, it is the fastest growing source of
Chapter 4, winds are the result of the unequal heating electricity in the country.
of the surface of Earth by the Sun.Warmer air rises and
Generating Electricity from Wind
Wind energy Energy generated from the kinetic energy A wind turbine converts the kinetic energy of mov-
of moving air.
ing air into electricity in much the same way that a
Wind turbine A turbine that converts wind energy into hydroelectric turbine harnesses the kinetic energy of
electricity.
moving water. As you can see in FIGURE 39.8, wind

474 CHAPTER 13 ■ Achieving Energy Sustainability

Teaching Tip: Engage

AP® FRQ Practice • calculate the cost of the wind power the
Ask students: What parts of the United community would need to meet its current
States do you think produce the most The subject of converting from coal-generated
electricity to wind-generated electricity is needs over a number of years based on
wind energy? What parts of the world data provided.
produce the most electricity from covered in the 2004 AP® Environmental
wind? California and Texas produce Science Exam, Question 2. To answer this • describe two environmental benefits and
the most wind electricity in the United question, students must two environmental costs of switching to
States. China has the largest wind • calculate the kWh produced by a coal- wind-generated electricity.
energy generating capacity in the world, burning power plant based on data
followed by the United States, Germany, provided.
India, and Spain. • determine the amount of kWh a community
needs per year based on usage data
provided.
• explain why the amount of kWh generated
by the coal-burning plant and the amount
used are not the same.

474 CHAPTER 13 ■ Achieving Energy Sustainability

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14_FRI_11428_ch13_450_499.indd 474 2/19/19 10:12 AM

 Installed wind energy capacity (GW) 180 40

Wind-generated electricity (percent)

160
TEACHING with FIGURE 39.7
35
140
30 Visual Representations (SP2)
120

100
25
Show students Figure 39.7. Ask them
80
20 to explain why China has a high
60
15 wind energy capacity (GW) but a low
40
10 percentage of electricity generation
20 5 by wind. China produces about
0 0
170 gigawatts of wind power per year,
which is the largest amount in the
St a
G tes

a
Ki ain

Fr m
C ce

il
D taly

n
Ki ny

il
d da
es

Fr ly
ce

na
az

az
an

ar

ar
n

di

ad

ai

di

Ita
do

do
an

d ma

at

an
hi

ni ana

hi
world. However, since China has such a
a

In
Sp

Sp

In
m

m
Br

Br
I
m

an
C

St

C
ng

ng
en

en
er

e r

C
d

G
te

te
large population it uses a large quantity
d
ni

te

te
U

U
ni

ni
of electricity. Approximately 4 percent of
U

U
(a) Wind capacity (b) Percentage from wind

FIGURE 39.7 Installed wind energy capacity by country. (a) China

FIFTH PASS generates more electricity from
the energy it uses comes from wind and
wind energy than any other country. (b) However, some relatively small countries,
fried_es3e_39_07ab_3907ab - July 10, such
2018as Denmark, 96 percent comes from other sources,
generate a much higher percentage of their electricity from wind. (Data from Global Wind Energy Council.)
primarily fossil fuels and hydroelectric.
turns the blades of the wind turbine and the blades
transfer energy to the gear box that in turn transfers
energy to the generator that generates electricity.
A modern wind turbine, like the one shown, may sit
on a tower as tall as 100 m (330 feet) and have blades
40 to 75 m (130–250 feet) long. Under average wind Teaching Tip: Engage
Blade conditions, a wind turbine on land might have a capac-
(turned by wind) ity factor of 25 percent. While it is spinning, it might Ask students: Have you ever seen a
generate between 2,000 and 3,000 kW (2–3 MW), and
Wind Gearbox
transfers mechanical in a year it might produce more than 4.4 million kilo- wind farm? Where? How many turbines
direction
energy to generator. watt-hours of electricity, enough to supply more than did you see? Answers will vary. Although
400 homes. Offshore wind conditions are even more
desirable for electricity generation with capacity factors
California and Texas produce the most
of 35 percent to 50 percent, and turbines can be made wind power, more than half of U.S.
even larger in an offshore environment. states produce at least some wind-
Wind turbines on land are typically installed in
rural locations, away from buildings and population generated electricity.
centers. However, they must also be close to electrical
transmission lines with enough capacity to transport
the electricity they generate to users. For these rea-
sons, as well as for political and regulatory reasons
and to facilitate servicing the equipment, the usual
practice is to group wind turbines into wind farms
or wind parks.
The number of wind farms is increasing in the United
States and around the world.Wind farms are often placed
on land in locations where the capacity factor can be as
high as 25 percent. However, near-offshore coastal loca-
Motorized drive Generator
turns the turbine to face into the converts mechanical tions are even more desirable because the capacity factor
wind, which maximizes efficiency. energy into electricity. can be up to 50 percent. Offshore wind parks, which are
clusters of wind turbines, are often located in the ocean
FIGURE 39.8 Generating electricity with a wind turbine.
within a few miles of the coastline (FIGURE 39.9 on page
The wind turns the blade, which is connected to the gener-
ator, which generates electricity.
476). Such parks are operating in Denmark, the Neth-
erlands, the United Kingdom, Sweden, and elsewhere.

MODULE 39 ■ Solar, Wind, Geothermal, and Hydrogen 475

TRM Teaching Tip: Video Wind energy pros Wind energy cons
Wind Power Wind is a renewable Wind is intermittent,
(10 minutes) resource. and storing
This brief video from Nova, PBS describes electricity is
how wind turbines work and discusses their expensive.
advantages and disadvantages. Chapter 13 Wind energy Wind energy is
Web Resources contains a link to this video. produces no highest in rural
Have students make a chart of pros and cons greenhouse gas areas that are far
that they can complete as they watch the emissions. from city centers.
video. (Suggested answers are provided in Wind farms are Wind farms are
italics.) Handout 13.11: Wind Energy Pros inexpensive to expensive to build.
and Cons contains a reproducible version of operate.
this chart without the answers.

MODULE 39 ■ Solar, Wind, Geothermal, and Hydrogen 475

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 of 30 MW. Although near off-shore wind capacity
TRM Teaching Tip: Beyond the factors are often around 35 percent, the developers
of this project believe that the capacity factor may
Classroom be higher, which means that the project may pro-
vide electricity to around 4,000 homes. There are
Environmental Solutions (SP7) other near off-shore wind projects under construc-
tion or approved in New Jersey, Oregon, New York,
(60 minutes) Massachusetts, and Virginia.
Ask students to research a proposed
wind-farm project and write a two-page A Nondepletable Resource
report. The following questions can Wind energy offers many advantages over other energy
guide their research. Handout 13.12: resources. Like sunlight, wind is a nondepletable, clean,
and free energy resource; the amount available tomor-
Wind Project Research Report contains row does not depend on how much we use today.
a reproducible version of these questions. Furthermore, once a wind turbine has been manufac-
tured and installed, the only significant energy input
• Where is the proposed wind farm comes from the wind. The only substantial fossil fuel
going to be built? Is it on land or input required, once the turbines are installed, is the
offshore? fuel workers need to travel to the wind farm to main-
tain the equipment. Thus, wind-generated electricity
• What will be the capacity of this produces no pollution and no greenhouse gases. Finally,
wind farm in MW when the project unlike hydroelectric, CST, and conventional thermal
power plants, wind farms can share the land with other
is complete? uses. For example, wind turbines on land may share the
• How many turbines will the farm area with grazing cattle.
Wind-generated electricity does have some disad-
include and what will they cost? vantages, however. Currently, most off-grid residen-
• Are any local groups against the tial wind energy systems rely on batteries to store
electricity. As we have discussed, batteries are expen-
construction of the wind farm? sive to produce and hard to dispose of or recycle.
FIGURE 39.9 Offshore wind parks. Capacity factors at
Describe their objections. near-offshore locations like this one in Denmark are gener-
In addition, birds and bats are killed by collisions
ally higher than on land. (Max Mudie/Alamy) with wind turbine blades. According to the National
Academy of Sciences, as many as 40,000 birds may
be killed by wind turbine blades in the United States
TRM Teaching Tip: Review The United States lags behind many other countries each year—approximately four deaths per turbine.
in the development of near-offshore wind. A pro- Bat deaths are not as well quantified. New turbine
(10 minutes) posed project located off Cape Cod, Massachusetts, in designs and location of wind farms away from migra-
Ask students the following questions to Nantucket Sound languished for almost 2 decades and tion paths have reduced these deaths to some extent,
was never built. Called Cape Wind, it was to become the along with mitigating some of the noise and aesthetic
review wind energy. Handout 13.13: first offshore wind farm in the United States and would disadvantages. There are a small but vocal minority
Wind Energy Review contains a have featured 130 wind turbines with the potential to of people in certain regions of the country who find
reproducible version of these questions. produce up to 420 MW of electricity, or up to 75 percent a wind farm visually objectionable. Some people
of the electricity used by Cape Cod and the nearby also find the sound of a wind turbine bothersome
• Where are wind farms typically islands. In late 2016, its developer declared the project or intrusive, especially when it can be heard in their
located and why? Wind farms on officially canceled. It failed for a variety of reasons.There homes. Some people feel that the background noise
was a lack of clarity about which U.S. agencies regulate of a wind turbine causes anxiety or irritability. For
land are typically installed in rural off-shore wind development. In addition, the project was these and other reasons, there has been resistance to
locations, away from buildings and close to sensitive and scenic waterways near Cape Cod. wind farms in some regions of the United States. For
Finally, some local landowners and legislators did not example, the Cape Wind project that we described
population centers. However, they want to see a wind farm close to Nantucket Sound. earlier experienced numerous hearings, protests, and
must also be close to electrical In 2016, the Block Island Wind Farm project court decisions that slowed development and even-
transmission lines that have enough went online in the near-offshore environment of tually led to its failure. In Vermont, a state often con-
Rhode Island. Officially the first near-offshore wind sidered to be very environmentally friendly, more
capacity to transport the electricity project to be completed in the United States, it con- and more towns and individuals have argued against
the wind farms generate to users. tains five turbines, each 6 MW, for a total capacity the installation of commercial wind projects on or
• How is wind used to generate
electricity? A wind turbine converts
the kinetic energy of moving air into 476 CHAPTER 13 ■ Achieving Energy Sustainability
electricity. A modern wind turbine
sits on a tower as tall as 100 m,
where the blades are positioned.
While the blades are spinning,
AP® FRQ Practice s the revenue produced in generating the
Offshore wind turbines are covered on the electricity
a gearbox transfers mechanical
energy to the generator, which then 2018 AP® Environmental Science Exam, s the hours needed for the wind turbines to
produces electricity. Question 2. To answer this question, students operate to produce the electricity needed
must
• What are the similarities and differences
between near-offshore and land-based • Describe an environmental benefit of
wind farms? Offshore wind conditions offshore wind projects.
are more desirable for the generation • Describe an economic benefit of offshore
of electricity, and larger turbines can wind projects.
be used in an offshore environment. • Describe an additional way that oceans
Land-based wind turbines are often can provide renewable power for electricity
installed in rural locations, away from generation.
buildings and population centers. Both • Use provided data to calculate the following:
need to be near electrical transmission s how much electricity a project needs to
lines to move the electricity from where generate in a year to provide a percentage
it is produced to where it is used by the of the electoral demand in a service area
consumer.

476 CHAPTER 13 ■ Achieving Energy Sustainability

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 near ridgelines, citing habitat fragmentation and a viable source of geothermal energy. Returning the
alteration, noise, and aesthetics, among other rea- water to the ground to be reheated is one way to use AP® FRQ Practice
sons. Other states have slowed wind development by geothermal energy sustainably.
resisting the construction of above-ground electrical Iceland currently produces about 25 percent of its Geothermal energy as well as other
transmission lines, which also fragment habitat but electricity using geothermal energy. In the United renewable and nonrenewable sources
are needed to move renewable electricity through States, geothermal energy accounts for less than of energy are covered on the 2011
forested areas to large numbers of users, who are usu- 1 percent of the renewable energy used. Geothermal
ally in or close to metropolitan areas. power plants are currently in operation in many states AP® Environmental Science Exam,
including California, Nevada, New Mexico, Oregon, Question 3. To answer this question,
Hawaii, and Utah. Geothermal energy has less growth students must
potential than wind or solar energy because it is not
Earth’s internal heat is a source easily accessible everywhere. Hazardous gases and steam • explain how energy is generated
of nondepletable energy may also escape from geothermal power plants, another
drawback of geothermal energy.
from a geothermal source.
Unlike most forms of renewable energy, geothermal energy • describe the difference between per
does not come from the Sun. Geothermal energy is heat Ground Source Heat Pumps capita emissions of CO2 and total
that comes from the natural radioactive decay of elements emissions of CO2.
deep within Earth. As we saw in Chapter 8, convection Another approach to tapping Earth’s thermal resources is
currents in Earth’s mantle bring hot magma toward the the use of ground source heat pumps, a technology • name at least one problem in
surface of Earth. Wherever magma comes close enough that transfers heat from the ground to a building. Ground
to groundwater, that groundwater is heated. The pres- source heat pumps take advantage of the high thermal addition to CO2 emissions that China
sure of the hot groundwater sometimes drives it to the mass of the ground. Earth’s temperature about 3 m (10 faces with the energy sources it
surface, where it visibly manifests itself as geysers and hot feet) underground remains fairly constant year-round, at uses.
springs, like those inYellowstone National Park.Where hot 108C to 158C 1508F9608F2, because the ground retains
groundwater does not naturally rise to the surface, humans the Sun’s heat more effectively than does the ambient • explain the advantages and
may be able to reach it by drilling. air. We can take advantage of this fact to heat and cool disadvantages of using either
Many countries obtain clean, renewable energy residential and commercial buildings. Although the heat
from geothermal resources. The United States, China, tapped by ground source heat pumps is often referred to sugarcane or tar sands as an
and Iceland, all of which have substantial geothermal informally as “geothermal,” it comes not from geother- energy source, and consider the
resources, are the largest geothermal energy producers. mal energy but from solar energy. sustainability of that source.
FIGURE 39.10 on page 478 shows how a ground
source heat pump transfers heat from the ground to
Harvesting Geothermal Energy a house. In contrast to the geothermal systems just
described, ground source heat pumps do not remove
Geothermal energy can be used directly as a source steam or hot water from the ground. In much the same Teaching Tip: Concept Check
of heat. Hot groundwater can be piped directly into way that a solar water heating system works, a ground
household radiators to heat a home. In other cases, heat source heat pump cycles fluid through pipes buried Ask students: Why does geothermal
exchangers can collect heat by circulating cool liquid underground. In winter, this fluid absorbs heat from energy have less growth potential than
underground, where heat from the ground flows to the underground. The slightly warmed fluid is compressed
cool circulating liquid, and then returns to the surface. in the heat pump to increase its temperature even more,
other energy sources? Geothermal
Iceland, a small nation with vast geothermal resources, and the heat is distributed throughout the house. The energy has less growth potential
heats 85 percent of its homes this way.
Geothermal energy can also be used to generate
fluid is then allowed to expand, which causes it to cool than wind or solar energy because it
and run through the cycle again, picking up more heat
electricity. The electricity-generating process is much from the ground. In summer, when the underground is not easily accessible everywhere.
the same as that in a conventional thermal power plant temperature is lower than the ambient air temperature, Geothermal energy can only be
although, in this case, the steam to run the turbine the fluid is cooled underground and then pulls heat
comes from water evaporated by Earth’s internal heat harnessed where magma comes close
from the house as it circulates, resulting in a cooler
instead of by burning fossil fuels. house as heat is transferred underground. to groundwater and heats it.
The heat released by decaying radioactive elements Ground source heat pumps can be installed anywhere
deep within Earth is essentially nondepletable in the in the world, regardless of whether there is geothermal
span of human time. However, the groundwater that
so often carries that heat to Earth’s surface can be
depleted. As we learned in Chapter 9, groundwater, if Geothermal energy Heat energy that comes from the
used sustainably, is a renewable resource. Unfortunately, natural radioactive decay of elements deep within Earth.
long periods of harvesting groundwater from a site may Ground source heat pump A technology that transfers
heat from the ground to a building.
deplete it to the point at which the site is no longer

MODULE 39 ■ Solar, Wind, Geothermal, and Hydrogen 477

TRM Teaching Tip: Video • What is a “dry steam geothermal power

plant”? The underground steam flows
Energy 101: Geothermal Energy directly to a turbine and turns it. This drives
(10 minutes) the generator and produces electricity.
This animated video produced by the It’s the most common type of geothermal
Department of Energy describes how technology.
geothermal energy works. It reviews three • What are other types of geothermal
different types of geothermal energy and technology? A flash steam power plant and
shows students how each is different. a binary cycle plant.
Chapter 13 Web Resources contains a link to • What are the environmental benefits of
this video. After watching the video, ask your geothermal technology? It is nondepletable,
class the following questions. Handout 13.14: it has low greenhouse gas emissions and
Questions for Energy 101: Geothermal a small physical footprint, and it can help
Energy contains a reproducible version of recycle wastewater.
these questions.

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 FIGURE 39.10 Heating and cooling
TRM Teaching Tip: Video with a ground source heat pump.
1 At the compressor, By exchanging heat with the ground,
the circulating fluid is a ground source heat pump can
Energy 101: Geothermal Heat Pumps compressed to form heat and cool a building using 30 to
a hot gas. Heat is
(10 minutes) given off into the
70 percent less energy than traditional
furnaces and air conditioners.
house from the heat
This animated video produced by exchanger as the gas
the Department of Energy describes cools to form a liquid.

how ground source heat pumps or 2 As the fluid expands

and cools, it becomes
geothermal heat pumps work. It reviews Heat exchanger Expansion a gas that is much
how homeowners can reduce their valve cooler than the
ground through which
heating and cooling bills by installing it will move.

such a system. Chapter 13 Web Heat

3 The warmer ground
Resources contains a link to this video. heats the cool fluid,
which cycles through
After watching the video, ask your class buried tubing. Thus
heat from the ground
the following questions. Handout 13.15: Compressor is essentially
Questions for Energy 101: Geothermal “pumped” into the
building.
Heat Pumps contains a reproducible
version of these questions. Heat
• What is the temperature 10 feet Heat
below Earth’s surface? How much
does it vary? The temperature is
548F, and is nearly constant.
• How does the heat pump work in
the summer? The system works in energy accessible in the vicinity. The operation of the hot water heat pump, between 200 and 250 percent of
reverse. Below-surface temperatures pump requires some energy, but in most cases the sys- the amount of energy in the electricity used to run the
are cooler than the summer air, tem uses 30 to 70 percent less energy to heat and cool hot water heat pump is transferred to the water in the
a building than a standard furnace or air conditioner. tank. You might be wondering if this violates the first
so the fluid in the heat exchanger law of thermodynamics. How can we obtain more
absorbs the heat in the building energy from the system than the amount of energy
Hot Water Heat Pumps
and circulates it underground. The put into the system? Remember our efficiency equa-
The hot water heat pump, a variation of the ground tion introduced in Chapter 2: Energy efficiency is the
ground cools the warm fluid and source heat pump, extracts heat from the air in a garage ratio of the amount of energy obtained in the desired
recirculates it back to the building. or basement and transfers it to water in a domestic hot form to the total amount of energy introduced into
water tank.This water is then used for household activ- the system. The heat pump technology utilizes the
• What can you do if you don’t have ities such as washing dishes and taking showers. Hot energy in the electricity and also extracts heat energy
the space to spread out heat pumps water heat pump systems are similar to those found in from the surrounding air. The amount of electrical
horizontally? A vertical loop system air conditioners and refrigerators as well as the ground energy required to run the heat pump plus the energy
source heat pump we just described. A refrigerator extracted from the air in the room, is greater than the
can be built by going straight into the extracts heat from the inside of an insulated box—the electrical energy used to run the heat pump. So this
ground. refrigerator—thereby lowering the temperature of yields a number greater than 100 percent of the elec-
the food and air inside, while discharging heat to the tricity used to run the pump. In the case of a home
outside—the kitchen. A hot water heat pump works hot water heat pump, the overall energy gain in the
in reverse: It extracts heat from the surrounding air in hot water tank can be as much as 200 to 250 percent
the basement or garage and pumps it into a tank filled of the electrical energy put into the system. For this
with water destined for the kitchen sink or bathroom reason, hot water heat pumps are becoming more and
Teaching Tip: Engage shower. We have said that a resistance coil water heater more popular in homes and rental properties in the
is 99 percent efficient, meaning that 99 percent of the United States and can be found in all plumbing supply
Ask students: Would you want a energy in the electricity is transferred to the water. In a and big box home improvement stores.
geothermal heat pump in your house?
Why or why not? Answers will vary. 478 CHAPTER 13 ■ Achieving Energy Sustainability

ACTIVITY
Make a Test Question
(20 minutes)
Divide your class into groups of two or three.
Then ask each group to write a free-response
question for the upcoming test on Chapter 13.
Encourage them to follow the style of the
AP® Environmental Science Exam, where one
question has multiple parts. Then instruct
each group to write the answer to their own
question. You may also want to tell students
that you will use the best question on the
test, and the students who wrote it will get
one extra credit point. But only questions with
correct answers are eligible.

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 Hydrogen
1 TEACHING with FIGURE 39.11

Reaction layer –
Electrons
–
Visual Representations (SP2)
+ 3
Show students Figure 39.11a and ask

Pro
Electricity
Membrane 2 +
the following questions:

to
ns
+ – – • What creates the electrical current?
Reaction layer
Electricity is created by a flow of
4
Oxygen Water
electrons that occurs when hydrogen
molecules are split.
1 Hydrogen molecules 2 Protons move 3 Electrons take an 4 Oxygen molecules (O2)
(H2) are split into across the alternate route are split and combine • How does water form? Water forms
protons (H+) and
electrons in the upper
membrane. (electric current). with protons and
electrons to form water in when oxygen molecules split and
reaction layer. the lower reaction layer. combine with the protons and
(a) One common fuel cell design electrons from hydrogen.
• What are the inputs and outputs of
Ox
y Battery Hydrogen the fuel cell process? Hydrogen fuel
Fuel cell
stack
cylinders
and oxygen are the two inputs, and
ge
n

ge n
Hy
d ro water is the only waste product after
Electric current
electricity is produced.

Electric Wa
te r
(b) Fuel cell vehicle motor

FIGURE 39.11 Power from a hydrogen fuel cell. (a) Hydrogen gas enters the cell from an exter-
nal source. Protons from the hydrogen molecules pass through a membrane, while electrons flow
around it, producing an electric current. Water is the only waste product of the reaction. (b) In a
fuel cell vehicle, hydrogen is the fuel that reacts with oxygen to provide electricity to run the motor.

ACTIVITY
Hydrogen fuel cells have battery goes dead. In a fuel cell, however, the reactants
are added continuously to the cell, so the cell produces
many potential applications electricity for as long as it continues to receive fuel. Fuel Cell Song
FIGURE 39.11 shows how hydrogen functions as one
We end our coverage of sustainable energy types with of the reactants in a hydrogen fuel cell. Electricity is (25 minutes)
one additional energy technology that has received a generated by the reaction of hydrogen with oxygen, After teaching students about fuel
great deal of attention for many years: hydrogen fuel cells. which forms water: cells, divide your class into groups and
2H2 1 O2 S energy 1 2 H2O ask them to write a jingle or a rap to
The Basic Process in a Fuel Cell Although there are many types of hydrogen fuel cells, describe the process. Explain that their
the basic process forces protons from hydrogen gas through
A fuel cell is an electrical-chemical device that con-
a membrane, while the electrons take a different pathway.
composition should explain the four
verts fuel, such as hydrogen, into an electrical current.
A fuel cell operates much like a common battery, but The movement of protons in one direction and electrons steps of the basic process in a fuel cell,
with one key difference. In a battery, electricity is gen- in another direction generates an electric current. as shown in Figure 39.11a, as well as
erated by a reaction between two chemical reactants, the following terms: hydrogen, oxygen,
such as nickel and cadmium. This reaction happens in a
closed container to which no additional materials can Fuel cell An electrical-chemical device that converts water, protons, electrons, membrane,
fuel, such as hydrogen, into an electrical current.
be added; eventually the reactants are used up and the and electricity. When complete, ask
groups to perform their composition for
MODULE 39 ■ Solar, Wind, Geothermal, and Hydrogen 479 the class.

TRM Teaching Tip: Beyond the Teaching Tip: Concept Check

Classroom Ask students: Before hydrogen fuel cells
(10 minutes) can become a viable source of energy for
Ask students to investigate hydrogen transportation, three problems must be
fuel cell vehicles that are on the market. investigated. What are they?
Chapter 13 Web Resources provides • How can we obtain hydrogen without
a link that outlines the few vehicles expending more fossil fuel energy than we
available in the United States. Ask would save by using it?
students which car they might want to • How can hydrogen suppliers safely deliver
get and why. Answers will vary. Models hydrogen to consumers?
include a Honda, Hyundai, and Toyota, • How can hydrogen be stored?
with varying fuel economies, sizes, and
costs.

MODULE 39 ■ Solar, Wind, Geothermal, and Hydrogen 479

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 Using a hydrogen fuel cell to generate electricity plants are only 35 to 50 percent efficient, and they pro-
Teaching the AP® Tip requires a supply of hydrogen. Supplying hydrogen is a duce a wide range of pollutants as by-products. However,
challenge, however, because free hydrogen gas is relatively there are many who believe that hydrogen fuel cells will
rare in nature and because the gas is explosive. Hydrogen not provide a solution to our energy problems.
Environmental Solutions (SP7) tends to bond with other molecules, forming compounds Despite the many advantages of hydrogen as a fuel, it
such as water 1H2O2 or natural gas 1CH4 2. Producing also has a number of disadvantages. First, scientists must
To help your class understand the hydrogen gas requires separating it from these compounds learn how to obtain hydrogen without expending more
hurdles of using alternative technologies using either heat or electricity. Currently, most commer- fossil fuel energy than its use would save.This means that
cially available hydrogen is produced by an energy-inten- the energy for the hydrogen generation process must
for transportation, ask students: Why is sive process of burning natural gas in order to extract its come from a renewable resource such as wind or solar
it so difficult to use renewable energy hydrogen; carbon dioxide is a waste product of this com- energy rather than fossil fuels. Second, suppliers will
bustion. In an alternative process, known as electrolysis, need a distribution network to safely deliver hydrogen
to power a car? The challenge in using an electric current is applied to water to “split” it into to consumers—something similar to our current system
alternative energy for transportation is hydrogen and oxygen. Energy scientists are looking for of gasoline delivery trucks and gasoline stations. Hydro-
that the energy must be converted first other ways to obtain hydrogen; for example, under certain gen can be stored as a liquid or as a gas, although each
conditions, some photosynthetic algae and bacteria, using storage medium has its limitations. In a fuel cell vehicle,
to electricity and then used in an electric sunlight as their energy source, can give off hydrogen gas. hydrogen would probably be stored in the form of a gas
vehicle. It would be very difficult to store Although it may seem counterintuitive to use elec- in a large tank under very high pressure.Vehicles would
and utilize energy from the sun, water, tricity to create electricity, the advantage of hydrogen is have to be redesigned with fuel tanks much larger than
that it can act as an energy carrier. Renewable energy current gasoline tanks to achieve an equivalent travel
or wind if the energy were not first sources such as wind and the Sun cannot produce distance per tank.There is also the risk of a tank rupture,
converted to electricity. electricity constantly, but the electricity they produce in which case the hydrogen might catch fire or explode.
can be used to generate hydrogen, which can be stored Given these obstacles,why is hydrogen even considered
until it is needed. Thus, if we could generate electric- a viable energy alternative? Ultimately, hydrogen-fueled
ity for electrolysis using a clean, nondepletable energy vehicles could be a sustainable means of transportation
resource such as wind or solar energy, hydrogen could because a hydrogen-fueled car would use an electric
potentially be a sustainable energy carrier. motor. Electric motors are more efficient than inter-
Teaching Tip: Review nal combustion engines: While an internal combustion
AP® Exam Tip engine converts about 20 percent of the fuel’s energy
As class is ending, ask students to take into the motion of the drive train, an electric motor
Be prepared to describe hurdles to the use of alter- can convert 60 percent of its energy into motion. So if
out a sheet of paper and write down the native technologies for transportation. we generated electricity from hydrogen at 80 percent
following: efficiency, and used an electric motor to convert that
electricity into vehicular motion at 60 percent efficiency,
• Three things that interested them The Viability of Hydrogen we would have a vehicle that is much more efficient than
about today’s class Some policy makers consider hydrogen fuel cells to one with an internal combustion engine. Thus, even if
be the future of energy and the solution to many of we obtained hydrogen by burning natural gas, the total
• Two things about today’s class that the world’s energy problems. Hydrogen fuel cells are amount of energy used to move an electric vehicle using
they would like to know more about 80 percent efficient in converting the potential energy of hydrogen might still be substantially less than the total
hydrogen and oxygen into electricity, with water as their amount needed to move a car fueled by gasoline. Using
• One question that they still have only by-product. In contrast, thermal fossil fuel power solar or wind energy to produce the hydrogen would
about today’s class lower the environmental cost even more, and the energy
supply would be renewable. In those circumstances, an
Collect the papers and review them after Electrolysis The application of an electric current to automobile could be fueled by a truly renewable source
class to better understand students’ water molecules to split them into hydrogen and oxygen.
of energy that is both carbon neutral and pollution free.
grasp of the material.

39
MODULE
Preparing for the AP® Exam
®
AP Review
In this module, we have seen that the Sun and wind actively, such as using photovoltaic cells. Wind energy
provide viable sources of renewable energy in many is harnessed through the use of a wind turbine, which
locations. Solar energy can be used both passively, such converts the energy of moving air into electricity.Wind
as locating a building in a particular direction, as well as is the fastest growing form of new electricity generation

480 CHAPTER 13 ■ Achieving Energy Sustainability

TRM Teaching Tip: Journal

Prompt it from these compounds with heat or movement of protons in one direction and
electricity. Currently, most commercially electrons in another direction generates an
(10 minutes) available hydrogen is produced by an electric current.
Ask students the following questions. energy-intensive process of burning • Why is hydrogen useful as an alternative
Handout 13.16: Journal Prompt natural gas in order to extract its hydrogen. to fossil fuels? The advantage of hydrogen
on Hydrogen Fuel Cells contains a Another process known as electrolysis is that it can act as an energy carrier.
reproducible version of these questions. uses electrical current to split water and Renewable energy sources such as wind
• How do we obtain hydrogen for use separate hydrogen from oxygen. and the Sun cannot produce electricity
in fuel cells? Supplying hydrogen is • How does a fuel cell work? Electricity is constantly, but the electricity they produce
a challenge because free hydrogen generated by the reaction of hydrogen with can be used to generate hydrogen, which
gas is relatively rare in nature and oxygen, which forms water: can be stored until it is needed. Thus if we
because it is explosive. Hydrogen could generate electricity for electrolysis
tends to bond with other molecules, 2 H2 1 O2 S energy 1 H2O using a clean nondepletable energy
forming compounds such as water resource such as wind or solar energy,
(H2O) or natural gas (CH4). Producing The basic process forces protons from
hydrogen could potentially be a sustainable
hydrogen gas requires separating hydrogen gas through a membrane, while
energy carrier.
the electrons take a different pathway. The

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 in the world. Harnessing geothermal energy also is a can use all of these energy forms in appropriate loca-
good source of energy in certain locations. Hydrogen tions under the proper circumstances, which is the Answers to Module 39
has great potential that has not yet been realized. We focus of the next module. AP® Practice Questions

AP® Practice Questions 1. d

Choose the best answer for the following. 2. d
1. Which is an application of passive solar technology?
(a) concentrating solar thermal
4. A hydrogen fuel cell is most similar to
(a) an engine.
3. b
(b) photovoltaic cells (b) a photovoltaic cell. 4. d
(c) solar water heating (c) a source of coal.
(d) solar ovens (d) a battery. 5. c
2. On average, what percentage of time does a land- 5. Which is NOT a benefit of solar energy systems?
based wind turbine generate electricity? (a) They typically produce electricity during peak
(a) 60 percent demand.
(b) 45 percent (b) They require very little maintenance.
(c) 30 percent (c) They produce electricity continuously.
(d) 25 percent (d) They do not produce pollution while generating
electricity.
3. Which is NOT true about geothermal energy?
(a) It is only available in limited areas.
(b) It cannot be used for cooling.
(c) It can be locally depleted due to heavy use.
(d) Ground source heat pumps require an additional
source of energy.

40
Bell Ringer
MODULE Ask students: Now that we have learned
about the many types of renewable
energy, which is your favorite one?
Why? Answers will vary.

Planning Our Energy Future

Although renewable energy is a more sustainable energy Learning Goals
choice than nonrenewable energy, using any form of
energy has an impact on the environment. Biomass, After reading this module, you should be able to
for instance, is a renewable resource only if it is used
sustainably. Overharvesting wood leads to deforestation • discuss the environmental and economic
and degradation of the land, as we saw in the descrip- options we must assess in planning our
tion of Haiti in Chapter 3. Wind turbines can kill birds energy future.
and bats, and hydroelectric turbines kill millions of fish. • consider the challenges of a renewable
Manufacturing photovoltaic solar panels requires heavy energy strategy.
metals and a great deal of water. Because all energy

MODULE 40 ■ Planning Our Energy Future 481

AP® FRQ Practice

A comparison of battery electric vehicles
(BEVs) and internal combustion engine
vehicles (ICE) is covered on the 2013
AP® Environmental Science Exam, Question 2.
To answer this question, students must
• identify three strategies the federal government
might use to encourage the use of BEVs.
• calculate the cost of gasoline per mile used
by an ICE, using data provided.
• calculate the cost to charge a battery on
a BEV and the cost of electricity per mile,
using data provided.
• calculate and compare the CO2 release of
each vehicle from provided data.
• describe two economic impacts of having
more BEVs on the road.
MODULE 40 ■ Planning Our Energy Future 481
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 choices have environmental consequences, minimizing
Comparison of renewable energy
ACTIVITY 13.7
TRM energy use through conservation and efficiency is the TABLE 40.1
resources
best approach. After we achieve that, we must make
Renewable Energy Word energy choices wisely, depending on a variety of envi-
ronmental, economic, and convenience factors.
Guessing Game Energy resource Advantages

(30 minutes) Our energy future depends

Liquid biofuels • Potentially renewable
• Can reduce our dependence
This activity is a fun way to review the on fossil fuels
terms and concepts from this chapter. on efficiency, conservation, • Reduce trade deficit

Before class, photocopy and cut out and the development of • Possibly more environmentally
friendly than fossil fuels
the cards provided in Activity 13.7: renewable and nonrenewable Solid biomass • Potentially renewable
Renewable Energy Word Guessing energy resources
• Eliminates waste from
environment
Game. Then divide your class into two • Available to everyone
teams, and place the stack of cards at Each of the renewable energy resources we have dis- • Minimal technology required
cussed in this chapter has unique advantages. None
the front of the classroom. Have two of these resources, however, is a perfect solution to our
students, one from each team, come energy needs. TABLE 40.1 lists some of the advantages and Photovoltaic solar cells • Nondepletable resource
limitations of each of these resources. In short, no single • After initial investment,
up and pick a card together. The two energy resource that we are currently aware of can replace no cost to harvest energy
students share the same term. Each nonrenewable energy resources in a way that is com-
student then draws the term on the pletely renewable, nonpolluting, and free of impacts on
the environment. A sustainable energy strategy, therefore,
board for their respective team until the must combine energy efficiency, energy conservation, and Solar water heating • Nondepletable resource
one of the teams correctly guesses the the development of renewable and nonrenewable energy systems • After initial investment,
no cost to harvest energy
term. The students who are drawing resources, taking into account the costs, benefits, and
limitations of each. Convenience and reliability are also
cannot speak and must draw all their important factors. Finally, logistical considerations, such as
clues on the board. The team that where an energy source is located and how we transport
guesses the term first gets a point, and the energy from that source to users, are also important.
Hydroelectricity • Nondepletable resource
This is particularly important with the generation of elec-
then two more students come up and tricity from renewable sources in remote regions, which
• Low cost to run
• Flood control
pick another term. Keep track of the requires an electrical transmission grid to get it to users. • Recreation
points for each team, and play until all
the terms are used up, or you run out
A renewable energy strategy
of time. Tidal energy • Nondepletable resource
presents many challenges • After initial investment, no
cost to harvest energy
Energy expert Amory Lovins suggests that innovation Geothermal energy • Nondepletable resource
and technological advances, not the depletion of a • After initial investment, no
Teaching Tip: Engage resource, have provided the driving force for moving cost to harvest energy
from one energy technology to the next. Extending • Can be installed anywhere
this concept to the present, one can argue that we will (ground source heat pump)
Ask students: Do any of you use develop new energy technologies before we run out of Wind energy • Nondepletable resource
renewable energy at home? If so, which the fuels on which we currently depend. • After initial investment, no
kind(s)? Answers will vary. Despite their tremendous potential, however, cost to harvest energy
• Low up-front cost
renewable energy resources are unlikely to replace
fossil fuels completely in the immediate future unless
nations commit to supporting their development and
use through direct funding and financial incentives
such as tax cuts and consumer rebates. In fact, the Hydrogen fuel cell • Efficient
• Zero Pollution
U.S. Department of Energy predicts that fossil fuel
consumption will continue to increase in the United
States well into the middle of the twenty-first century.

482 CHAPTER 13 ■ Achieving Energy Sustainability

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 TRM Teaching Tip: Beyond the
Classroom
Energy return
Emissions (pollutants and Electricity cost on energy
Disadvantages greenhouse gases) ($/kWh) investment Environmental Solutions (SP7)
•
•
Loss of agricultural land
Higher food costs
CO2 and methane 1.3 (from corn)
8 (from sugar
(60 minutes)
• Lower gas mileage cane) Ask students, or groups of students,
• Possible net increase in greenhouse gas
emissions
to create a poster based on a single
renewable energy source. Make sure
• Deforestation • Carbon monoxide each of the resources listed in Table
• Erosion • Particulate matter
• Indoor and outdoor air pollution • Nitrogen oxides 40.1 is covered. The poster should
• Possible net increase in greenhouse gas • Possible toxic metals include a picture and answer the
emissions from MSW
• Danger of indoor air following questions. Handout 13.17:
pollutants Renewable Energy Poster contains a
• Manufacturing materials requires high input • None during operation 0.1 8 reproducible version of these questions.
of metals and water • Some pollution generated
• No plan in place to recycle solar panels during manufacturing of • How does this technology work?
• Geographically limited panels
• High initial costs • How can this energy source be
• Storage batteries required for off-grid systems used?
• Manufacturing materials requires high input • None during operation
of metals and water • Some pollution generated • What are some examples of its
• After initial investment, no cost to harvest during manufacturing of current use? Can you find any local
energy and water panels
• No plan in place to recycle solar panels examples?
• Geographically limited
• High initial costs
• What are the apparent environmental
• Limited amount can be installed in any • Methane from decaying .05–.11 12
impacts associated with it?
given area flooded vegetation • Are there hidden environmental or
• High construction costs
• Threats to river ecosystems social costs?
• Loss of habitat, agricultural land, and
cultural heritage; displacement of people
• Is this technology widely used today?
• Siltation Why or why not?
• Potential disruptive effect on some marine • None during operation 15
organisms
Call on each student or group to present
• Geographically limited at the beginning of the relevant class
• Emits hazardous gases and steam • None during operation .05–.30 8 so the presentations form the first
• Geographically limited
few minutes of your class discussion
on each particular type of renewable
• Turbine noise • None during operation .04–.06 18
energy.
• Deaths of birds and bats
• Geographically limited to windy areas near
transmission lines
• Aesthetically displeasing to some
• Storage batteries required for off-grid
systems
• Producing hydrogen is an energy-intensive • None during operation 8 AP® FRQ Practice
process
• Lack of distribution network
The difference between renewable and
• Hydrogen storage challenges nonrenewable resources is covered on
the 1999 AP® Environmental Science
Exam, Question 3. To answer this
MODULE 40 Planning Our Energy Future 483
■
question, students must
• describe the difference between
renewable and nonrenewable
resources and provide an example
of each.
• contrast total per capita resource use
in developed and developing nations.
• explain the meaning of sustainable
resource use and provide an
example.
• discuss one policy that helps with
the goal of sustainable resource use
and one policy that hinders it.

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 In spite of their extremely rapid growth, wind and a number of European countries now have more than
solar energy still account for far less than 1 percent of 20 percent renewables on their electricity grids, which
all the energy produced in the United States. Govern- may lead scientists to re-evaluate this recommendation.
ment funding or other sources of capital are needed to One solution currently being implemented is the
support research to overcome the current limitations smart grid, an efficient, self-regulating electricity dis-
of many renewable energy resources. One limitation tribution network that accepts any source of electricity
that is already evident relates to the transmission of and distributes it automatically to end users. A smart grid
renewable electricity over the electrical distribution uses computer programs and the Internet to tell elec-
network. Other limitations to consider are energy cost tricity generators when electricity is needed and elec-
and storage. tricity users when there is excess capacity on the grid.
Teaching Tip: Journal Prompt In this way, it coordinates electricity use with electricity
Improving the Electrical Grid availability. Since 2008, government and industry contri-
Ask students to explain why butions have brought total investment in the smart grid
An increased reliance on renewable energy means that
approximately 5 to 10 percent of the energy will be obtained in many locations and will need
to almost $8 billion, which has been used to fund more
than 100 smart grid projects around the country.
electricity generated in the United to be delivered to other locations. Delivery can be partic- How does a smart grid work? FIGURE 40.1 shows one
States is lost as it is transported along ularly problematic when electricity for an urban area is example. With “smart” appliances plugged into a smart
generated at a remote location. The electrical distribution grid, at bedtime a consumer could set an appliance such
electrical transmission lines. The current system—the grid that we described in Chapter 12—was as a dishwasher to operate overnight. A computer on the
electric grid is outdated and inefficient. not originally designed for this purpose. So in addition dishwasher would be programmed to run the appliance
to investing in new energy sources, the United States will
In some situations electricity must have to upgrade its existing electrical infrastructure—
anytime between midnight and 5:00 am, depending on
when there is a surplus of electricity. The dishwasher’s
be transmitted long distances. The its power plants, storage capacity, and distribution net- computer would query the smart grid and determine the
greater the distance that the electricity works. Approximately 40 percent of the energy used in optimal time, in terms of electricity availability, to turn
the United States is used to generate electricity. The U.S.
must move across the transmission electricity distribution system is outdated and subject to
on the appliance. The smart grid could also help manage
electricity demand so that peak loads do not become too
lines, the more energy that is lost or overloads and outages, which cost the U.S. economy great. For example, smart grid technology could delay the
wasted. Creating a smarter grid would over $100 billion per year. There are regions of the onset of the cooling cycle in a large supermarket freezer.
country that cannot supply enough generating capacity
help electric companies become more to meet local needs, while in other locations the elec-
Perhaps the freezer units would delay by 15 minutes the
time at which they would initiate a cycle. This might result
efficient and would save energy and trical infrastructure cannot accommodate all the elec- in a very small increase in temperature in the freezers, but
tricity that is generated, including from small generators
money for the consumer. such as household PV systems. Furthermore, the current
it wouldn’t be large enough to adversely affect the food.
And it might delay or stagger electricity demand at a time
system requires that electricity be moved long distances when demand is high.We cannot control the timing of all
from power plants to consumers. Approximately 5 to electricity demand, but by improving consumer awareness
10 percent of the electricity generated is lost as it is of electricity abundance and shortages, using smart appli-
transported along electrical transmission lines, and the ances, and setting variable pricing for electricity, we can
greater the distance, the more that is lost. While the make electricity use much more regular, and thus more
storage capacity of batteries improves each year, batteries sustainable.
are probably not a sustainable solution for this problem Our current electrical infrastructure relies on a sys-
of energy loss. Many people are focusing their attention tem of large electricity producers—regional electricity
on improving the electrical grid to make it as efficient generation plants.When one plant goes off-line or shuts
as possible at moving electricity from one location to down, the reduction in available generating capacity
another, thereby reducing the need for storage capacity. puts greater demands on the rest of the system. Some
An energy economy based on nondepletable energy energy experts maintain that a better system would
sources requires reliable electricity storage and afford- consist of a large number of small-scale electricity
able—or at least effective and efficient—distribution generation “parks” that rely on a mix of fossil fuel
networks. U.S. energy scientists maintain that because and renewable energy sources. These experts maintain
we currently do not have a cost-effective, reliable means that a system of decentralized energy parks would be
of storing energy, we should not depend on intermittent the least expensive and most reliable electrical infra-
sources such as wind and solar energy for more than structure to meet our future needs. Small, local energy
about 20 percent of our total electricity production since parks would save money and energy by transporting
it could lead to risky instability in the grid. However, electricity a shorter distance. Such decentralized gen-
erators would also be less likely to suffer breakdowns
Smart grid An efficient, self-regulating electricity distri- or sabotage. Since each small energy park might serve
bution network that accepts any source of electricity and only a few thousand people, widespread outages would
distributes it automatically to end users.
be much less likely.

484 CHAPTER 13 ■ Achieving Energy Sustainability

Teaching Tip: Review Teaching Tip: Journal Prompt

(20 minutes) (10 minutes)
Write the major renewable energy sources on Ask students: What factors must be considered
the board: hydroelectric, solar, geothermal, for a successful sustainable energy strategy
wind, biomass, and tidal. Ask students to write for the United States? How achievable
down the advantages and disadvantages of do you think such a strategy would be in
each. Choose one student for each resource to the next decade? Explain your answer.
share his or her answers with the rest of the Answers will vary.
class. Correct student answers as needed.

484 CHAPTER 13 ■ Achieving Energy Sustainability

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 FIGURE 40.1 Using a smart grid.
A smart grid optimizes the use of
energy in a home by continuously
TRMACTIVITY 13.8
coordinating energy use with energy
generation.
Renewable Energy Quiz
Computer Smart thermostat
(10 minutes)
Electricity Activity 13.8: Renewable Energy
Quiz contains a quiz you can give
your students to complete in class on
Smart their own. When they have finished
meter the questions, have them discuss their
answers with a partner, then review the
answers with the entire class.

High-speed
Internet
connection

Smart appliances

Addressing Energy Cost and Storage Similarly, in time, researchers will develop solutions Teaching Tip: Discussion Starter
to the problem of creating efficient energy storage
The major impediments to widespread use of wind, systems, which might reduce the need to transport
solar, and tidal energy—the forms of renewable energy Ask students to describe a scenario
electricity over long distances. One very simple and
with the least environmental impact—are cost and the effective approach is to use the excess capacity during that uses smart grid technology and
limitations of energy storage technology. Fortunately, the off-peak hours to pump water uphill with electricity to how that technology would reduce a
cost of renewable energy has been falling. For example, a reservoir. Then, during hours of peak demand, oper-
in some markets wind energy is now cost-competitive ators can release the water through a turbine to gen-
homeowner’s electric bill. With “smart”
with natural gas and coal. Throughout this book we erate the necessary electricity—cleanly and efficiently. appliances plugged into a smart grid,
have seen that the efficiency of production improves Research into battery technology and hydrogen fuel a consumer can set an appliance such
with technological advances and experience. In general, cell technology continues. Battery capacity and charge/
as we produce more of something, and get experience discharge efficiencies are improving rapidly and cost as a dishwasher to operate during the
from making it, we learn to produce it less expensively. per kilowatt hour of battery storage has been going night when a surplus of electricity exists
Production processes become dramatically more effi-
cient, more companies enter the market, and developing
down.Tesla is probably the best-known company mak- on the power grid. The dishwasher’s
ing advances in this area, with products such as the Tesla
new technologies has a clear payoff. For the consumer, Powerwall 2, which is a lithium ion battery that can be computer would query the smart grid
this technological advancement also has the benefit of hung on a wall in a garage or basement. and determine the optimal time, in
lowering prices: For electricity generation from solar, Progress on these and other technologies may accel-
wind, and natural gas, we have seen that costs tend to erate with government intervention, taxes on industries
terms of electricity availability, to turn on
decline in a fairly regular way as installed capacity grows. that emit carbon dioxide, or a market in which con- the appliance. The smart grid could also
What are the implications of this relationship between sumers are willing to pay more for technologies that help manage electricity demand so that
experience and efficiency? In general, any technology have minimal environmental impacts. In the immediate
that has been in widespread use has an advantage over a future, we are more likely to move toward a sustainable
peak loads do not become too great.
newer technology because it is familiar and because the energy mix if nonrenewable energy becomes more
less expensive something is, the more people will buy expensive. Consumers have shown more willingness to
it, leading to further reductions in its price. State and convert in large numbers to renewable energy sources,
federal subsidies and tax incentives also help to lower or to engage in further energy conservation, when fos-
the price of a technology. Tax credits and rebates have sil fuel prices increase. We have already seen instances
been instrumental in reducing the cost of solar and wind of this shift in behavior. In 2008, energy conserva-
energy systems for consumers. tion increased when oil prices rose rapidly to almost

MODULE 40 ■ Planning Our Energy Future 485

TRMACTIVITY 13.9 • Find and circle the total amount charged for
electricity. Sample bill shows total charge
Electricity Bill of $87.32.
Data Analysis (SP5) • Calculate the total electricity cost per kWh.
Sample bill calculation is:
(15 minutes)
Ask students to bring in their household’s $87.32 4 617 kWh 5 $0.14>kWh
electricity bill, or have them refer to the
sample bill provided in Chapter 13 Web • Compare this month’s electricity use to
Resources. Have students work in pairs and last month’s electricity use. Has is gone
do the following. Activity 13.9: Electricity up or down? Why do you think? Answers
Bill contains a reproducible version of these will vary.
instructions without the answers.
• Find and circle the kWh of electricity their
household used in the given month. Sample
bill shows 617 kWh used.

MODULE 40 ■ Planning Our Energy Future 485

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 $150 per barrel and gasoline in most of the United using renewable energy sources. One such initiative is the
TRM Teaching the AP® Tip States cost more than $4 per gallon. People used public Regional Greenhouse Gas Initiative (RGGI), whereby
transportation more often, drove more fuel-efficient nine eastern states have reduced greenhouse gas emissions
To help your students remember vehicles, and carpooled more than they did before the from electricity generation plants in the past 10 years.
price spike. As gasoline prices decrease, conservation
the different methods of producing measures tend to decrease as well, and we saw in the
electricity, ask them the questions latter half of 2008. AP® Exam Tip
Other ways to spur conservation are initiatives that
below. Handout 13.18: Review of regulate the energy mix itself—for example, by encour-
You should be able to explain the different methods
of producing electricity.
Different Methods of Producing aging that a certain fraction of electricity be generated
Electricity contains a reproducible
version of these questions.

40
• How do traditional power plants MODULE
Preparing for the AP® Exam
generate electricity? Power plants ®
create steam, which turns a turbine. AP Review
• What are the most common ways
to create this steam? Steam forms In this module, we have seen that conservation and effi- energy source to meet the needs of the country, along
ciency need to be considered simultaneously with a wide with the availability and issues of reliability, storage, and
when the energy from burning coal, variety of renewable energy sources. Environmental, eco- accessibility of that source. Challenges include improv-
natural gas, or nuclear fuel heats nomic, and convenience considerations must be evaluated ing the electrical grid and the adoption of smart grid
water. when comparing renewable energy options against each technologies to address some of the challenges that are
other and with nonrenewable fuels. The path we take in specific to renewable and sometimes intermittent energy
• Can renewable energy sources our energy future will depend on the potential for a given supplies.
create steam in order to move a
turbine? Yes, concentrating solar AP® Practice Questions
thermal systems and geothermal Choose the best answer for the following.
energy produce steam to move a
1. Which is NOT a disadvantage of liquid biofuels? 3. The smart grid does NOT
turbine. (a) They are associated with lower gas mileage. (a) use the Internet to coordinate energy use and
• What else can move a turbine for (b) They create more carbon monoxide than fossil energy availability.
fuels. (b) reduce the variability in electricity demand.
electricity generation? A current of (c) They can contribute to a loss of agricultural land. (c) have the potential to provide a cheap way to store
water or wind can move a turbine to (d) They can increase food costs. electricity.
(d) increase the need for variable pricing of electricity.
generate electricity. 2. Which aspect of renewable energy electricity genera-
tion requires updating the electricity transmission grid? 4. Which renewable energy source has become cost-
• Can electricity be produced without a I. Electricity generators are located in numerous, competitive with fossil fuels?
turbine? Yes, photovoltaic solar cells remote locations. (a) tidal
II. There is a need to transport electricity long (b) geothermal
capture energy from the Sun as light distances. (c) wind
and convert it directly into electricity. III. There are storage problems due to the unpredict- (d) solar photovoltaic
able nature of some renewables.
5. Which will NOT increase adoption of renewable
(a) I and II
technologies?
(b) I and III
(a) increased cost of fossil fuels
(c) II and III
(b) a carbon dioxide emissions tax
(d) I, II, and III
Answers to Module 40 (c) cheaper energy storage
AP® Practice Questions (d) decreased government subsidies

1. b
2. d
3. c
4. c
5. d 486 CHAPTER 13 ■ Achieving Energy Sustainability

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 Teaching Tip: Working Toward
Working Toward Sustainability Sustainability

Building an Alternative Energy Society in Iceland Environmental Solutions (SP7)

Ask students to research local use

T he people of Iceland use more energy per capita

than the people of any other nation, including
the United States. However, the energy Ice-
landers use is almost all in the form of local, renewable
Geothermal energy is now the primary energy source
for home heating in Iceland, and geothermal and hydro-
electric resources provide energy for nearly all electricity
generation in the country. Even so, the potential of these
of geothermal energy. Is it available
in your community? As a class,
consider some of the pros and cons
resources that do not pollute or contribute greenhouse resources remains relatively underutilized. Iceland has har- of geothermal energy use.
gases to the environment. vested less than 20 percent of its hydroelectric potential, and
This isolated European island nation has had to learn there is even more potential in its geothermal resources.
to be self-sufficient in energy or suffer the high cost of Iceland continues to take advantage of local resources
importing fuel. When the Vikings first came to Iceland and global technology to develop clean, sustainable energy
over a thousand years ago, they relied on biomass, in the sources. Despite its commitment to renewable energy, Ice-
form of birch wood and peat, for fuel.The resulting defor- land is still dependent on imported fossil fuels to run its cars,
estation, and the slow regrowth of forests in Iceland’s cold trucks, buses, and fishing vessels. In 2000, Iceland embarked
temperatures and limited sunlight, restricted human pop- on an ambitious project to wean the country from fossil
ulation growth and economic development for the next fuels by 2050.The goal was to use its sustainably generated
thousand years.With the beginning of the Industrial Rev- electricity to split water and obtain hydrogen, then use the
olution in the eighteenth century, Iceland began to supple- hydrogen as fuel. In April 2003, Iceland opened one of the
ment its biomass fuel with imported coal, but the expense world’s first filling stations for hydrogen-fueled vehicles.
of importing coal also limited its economic growth. In August of that year, hydrogen-fueled buses for public
In the late nineteenth and early twentieth centuries, transportation were introduced in Reykjavik, the capital
Iceland began to look to its own resources for energy. of Iceland. Hydrogen-fueled rental cars were also available.
It began by tapping its abundant freshwater resources to The financial crisis of 2008 through 2011 delayed and even
generate hydroelectricity, which became the country’s reversed some of the achievements. The original hydrogen
major energy source for residential and industrial use.This fueling station was dismantled in 2012, but in 2018, Ice-
transition led to the general electrification and economic land renewed its commitment to hydrogen with the con-
modernization of the country and greatly reduced its struction of three hydrogen filling stations. The country is
dependence on imported fossil fuels. Iceland did not stop small enough that 80 percent of the Icelandic population is
with hydroelectricity, however, but sought ways to utilize within easy reach of a fueling station—the highest percent-
its other major renewable energy source: the thousands of age in the world.
geysers and hot springs on this volcanic island that would
provide ready access to geothermal energy.

Critical Thinking Questions Suggested Answers to

1. Can the knowledge and experience gained in Critical Thinking Questions
Iceland be applied to many other parts of the
world? Why or why not? 1. While some of the knowledge and
2. What challenges would there be if hydrogen fuel advances developed can be applied
was to become the major source of energy for
automobiles in the United States?
to other regions, the abundance
of hydroelectricity and geothermal
energy is unique to Iceland.
References
Blanchette, S. 2008. A hydrogen economy and its impact on the
2. Answers will vary.
world as we know it. Energy Policy 36:522–530.
A geothermal energy power plant in Iceland. This Veal, L. 2017. Hydrogen, Iceland and the Future of Transport. Inter-
thermal power station in west Iceland uses geothermal national Press Syndicate. Published on April 14, 2017. https://www
energy from Earth rather than a fossil fuel to produce .indepthnews.net/index.php/sustainability/affordable-clean
electricity and hot water. (Feifei Cui-Paoluzzo/Getty Images) -energy/1074-hydrogen-iceland-and-the-future-of-transport

CHAPTER 13 ■ Working Toward Sustainability 487

CHAPTER 13 ■ Working Toward Sustainability 487

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14_FRI_11428_ch13_450_499.indd 487 2/19/19 10:12 AM

 Chapter

ACTIVITY 13 Review
Name That Term
(25 minutes) In this chapter, we have examined the role of conserva- prominent active collection of solar energy comes from
tion as well as increased energy efficiency in reducing photovoltaic cells that convert sunlight into electric-
In this activity, students play a review the demand for energy. We have described the different ity. Wind energy is harnessed directly and a wind tur-
game using the key terms from this categories of renewable energy and examined the two bine is very similar to the turbines used to generate
chapter. Divide the class into two teams. most prominent renewable energy sources: biomass electricity from fossil fuels. Geothermal energy from
and energy from flowing and standing water. Biomass Earth can be used in specific locations. Hydrogen is a
Ask one student to come to the front of energy contains modern carbon and can be obtained fuel that has much promise but is not likely to be used
the class and face his or her team, back from wood, charcoal, and animal wastes. Energy can widely anytime soon. Each renewable energy resource
to the board. Using either a projected be harnessed from both standing water and free flow- has its advantages and disadvantages and these can be
ing water, typically to generate electricity. Solar energy considered from both environmental and economic
slide or a flashcard, display a review can be harnessed both passively and actively. The most perspectives.
term to the student’s team. Instruct
the team to offer clues about the term Key Terms
until the student guesses it. When the Energy conservation Fossil carbon Siltation
student correctly identifies the term, Tiered rate system Carbon neutral Active solar energy
Peak demand Net removal Photovoltaic solar cell
display another term and continue as Passive solar design Ethanol Wind energy
before, until 1 minute has passed. When Thermal mass Biodiesel Wind turbine
the minute is over, tally and record the Potentially renewable Flex-fuel vehicle Geothermal energy
Nondepletable Hydroelectricity Ground source heat pump
number of terms the student correctly Renewable Run-of-the-river Fuel cell
identified. It is now the other team’s Biofuel Water impoundment Electrolysis
Modern carbon Tidal energy Smart grid
turn. Switch back and forth between
teams, making sure that as many
students as possible get a turn. When all
Learning Goals Revisited
the terms have been used, tally the final
score and announce the results. Module 37 Conservation, Efficiency, and Module 38 Biomass and Water
Renewable Energy
Describe the various forms of biomass.
Describe strategies to conserve energy and increase Biomass is one of the most common sources of
energy efficiency. energy in the developing world, but biomass energy
Turning down the thermostat and driving fewer miles are is also used in developed countries. In theory, biomass
TRM Exploring the Literature examples of steps individuals can take to conserve energy. energy is carbon neutral; that is, the carbon produced
Buying appliances that use less energy and switching to by combustion of biomass should not add to atmo-
compact fluorescent light bulbs are examples of steps indi- spheric carbon concentrations because it comes from
Text Analysis (SP3) viduals can take to increase energy efficiency. Buildings modern, rather than fossil, carbon sources. Wood is a
that are carefully designed for energy efficiency can save potentially renewable resource because, if harvests are
Bakke, G. 2017. The Grid: The Fraying both energy resources and money. Reducing the demand managed correctly, it can be a continuous source of
Wires Between Americans and Our for energy can be an equally effective or a more effective biomass energy. Ethanol and biodiesel have the poten-
means of achieving energy sustainability than developing tial to supply large amounts of renewable energy, but
Energy Future. Bloomsbury. additional sources of energy. growing and processing these fuels makes demands on
Friedland, A. J., and K. T. Gillingham. Explain differences among the various renewable
land and energy resources.
2010. Carbon accounting a tricky energy resources. Explain how energy is harnessed from water.

business (letter). Science 327:410–411. Renewable energy resources include nondepletable Most hydroelectric systems use the energy of water
energy resources, such as the Sun, wind, and moving impounded behind a dam to generate electricity. Run-
International Energy Agency: http:// water, and potentially renewable energy resources, such of-the-river hydroelectric systems impound little or no
www.iea.org. as biomass. Potentially renewable energy resources will water and have fewer environmental impacts, although
be available to us as long as we use them sustainably. they often produce less electricity.
McElroy, M. B. 2016. Energy and
Climate: Vision for the Future. Oxford 488 CHAPTER 13 ■ Achieving Energy Sustainability
University Press.
Smith, T. P. 2014. Fish, tides and
turbines. Natural History 121:32–39.
U.S. Department of Energy, National ACTIVITY
TRM

Renewable Energy Laboratory: http:// Measuring Your Impact

www.nrel.gov.
U.S. Energy Information Administration, Choosing a Light Bulb
Independent Statistics and Analysis: Environmental Solutions (SP7)
http://www.eia.doe.gov.
Wolfson, R. 2017. Energy, Environment, Measuring Your Impact 13: Choosing a
and Climate. 3rd ed. W. W. Norton. Light Bulb asks students to calculate the
costs of using incandescent and fluorescent
Exploring the Literature 13 contains a light bulbs.
reproducible version of this list.

488 CHAPTER 13 ■ Achieving Energy Sustainability

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14_FRI_11428_ch13_450_499.indd 488 2/23/19 11:30 AM

 Module 39 Solar, Wind, Geothermal, and Explain the advantages and disadvantages of energy
from hydrogen.
Hydrogen Practice Math AP®
The only waste product from a hydrogen fuel cell is water,
List the different forms of solar energy and their but obtaining hydrogen gas for use in fuel cells is an ener- and Graphing
application. gy-intensive process. If hydrogen could be obtained using
Passive solar energy takes advantage of relatively inex- renewable energy sources, it could become a truly renewable Data Analysis (SP5)
pensive strategies such as the direction windows are source of energy.
facing in a building. Active solar technologies use “Practice Math” asks students to
technology to obtain heat or electrical energy from Module 40 Our Energy Future use data provided to calculate the
the Sun and have high initial costs but can potentially
supply relatively large amounts of energy. Active solar
percentage increase in wind capacity
Discuss the environmental and economic options we
applications can be small, such as those that fit on a must assess in planning our energy future. in the United States from 2000 to
rooftop or in a field, or they can be extremely large, Many scenarios have been predicted for the world’s 2017 and the percentage increase in
on an industrial scale. energy future. However, conserving energy, increasing geothermal energy over that same
Describe how wind energy is harnessed and its energy efficiency, relying more on renewable energy
contemporary uses. sources, and improving energy distribution and stor- time. “Practice Graphing” asks students
Wind turbines can be located on land or in the age will all be necessary to achieve energy sustainability. to create two graphs on smart meter
near-offshore environment. Frequently, a number of Fossil fuel use continues throughout the world today and growth from data provided.
wind turbines are grouped together in wind farms. it does not appear that it will decrease any time soon.
Wind is the most rapidly growing source of renew- Consider the challenges of a renewable energy strategy. Answers to Practice Math
able electricity. It is a clean, nondepletable energy
resource, but objections to wind farms are increasing
Improving the electrical grid in the United States is and Graphing
vital if we are to increase reliance on renewable forms of
because of aesthetics, sound, and hazards the turbines
electricity. However, because the grid is so widespread, 1. Practice Math
pose to birds and bats.
expanding and maintaining its geographic spread and (a) 85,000 MW 2 4,000 MW
Discuss the methods of harnessing the internal energy electrical capacity are expensive. Even with an expanded
from Earth. grid, there are numerous obstacles to increasing renew- 5 81,000 MW increase
Geothermal energy from underground can heat build- able electricity generation. The high economic cost—
ings directly or can generate electricity. However, geo- at least initially—for renewable forms of electricity is a 81,000 4 4,000 MW 5 20 3 100%
thermal power plants must be located in places where challenge. Also, the difficulty and economic cost of stor-
geothermal energy is accessible. ing electricity have no easy solutions at present. 5 2000% increase over 17 years
2000% 4 17 years 5 118%>year
(b) 17 MWH 2 14 MWH 5 3 MWH
Preparing for the AP® Exam
Practice Math and Graphing 3 MWH 4 14 MWH 5 0.2 3 100%
Answer the following questions. Be sure to show all your work. 2. Practice Graphing 5 20% increase over 16 years
1. Practice Math Smart meters have two-way communication bet- 20% increase 4 16 years 5 1.3%>year
ween a home or business and an electrical utility.They
(a) Wind capacity in the United States has under-
range from recording hourly electricity usage to low-
gone a rapid increase over the past 2 decades.
Total capacity of wind turbines in the United
ering electricity demand at specific times of peak 2. Practice Graphing
demand on the grid. In 2007, there were approxi-
States was 4,000 MW in 2000 and 85,000 MW 60

Smart meters (millions)

mately 1 million smart meters installed in the United
in 2017. What was the percentage increase per
States. By 2013, there were more than 50 million. 50
year over this 17-year period? Round to the
Create the following two graphs with year on the
appropriate number of significant figures. 40
x axis and number of meters in millions on the y axis.
(b) There was approximately 3,600 MW of installed
(a) Show the pattern of smart meter growth in 30
geothermal capacity in the United States in
the United States, assuming the growth was
2016. Geothermal electricity generation in the
roughly steady from 2007–2013. 20
United States went from 14 MWH in 2000 to
17 MWH in 2016. What was the percentage (b) Show the pattern of smart meter growth in 10
increase over this 16-year period? Round to the United States assuming that most of the
the appropriate number of significant figures. growth actually happened between 2007 and 0
2013, as was actually observed. 2007 2010 2013
Year
(a)
CHAPTER 13 ■ Review 489 60
Smart meters (millions)

50
40
30
SECOND PASS
Friedland_3e_TE_135_TE13.5 - February 22, 2019
20
10
0
2007 2010 2013
Year
(b)

SECOND PASS
Friedland_3e_TE_136_TE13.6 - February 22, 2019

CHAPTER 13 ■ Review 489

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 Answers to Chapter 13 Chapter 13 AP® Environmental Science Practice Exam Preparing for the AP® Exam

AP® Practice Exam Multiple-

Choice Questions Section 1: Multiple-Choice Questions Question 6 refers to the following graphs.
Choose the best answer for questions 1–20.
250
1. c 1. Which is NOT an example of a potentially renew-

Energy output (kWh)

able or nondepletable energy source?
2. b (a) hydroelectricity
200
od
el
1

M
3. a (b) solar energy 150
(c) nuclear energy
4. c (d) wind energy 100

2. Renewable energy sources are best described as l2

5. d (a) those that are the most cost-effective and support
50 Mode

6. b the largest job market. 0

(b) those that are, or can be, perpetually available. 0 2 3 4 5 6 7
7. c (c) those that are dependent on increasing public Wind speed (m/s)
demand and decreasing supply.
8. d (d) those that are being depleted at a faster rate than (a) Weekly energy output
they are being replenished.
9. b 12,000
3. An energy-efficient building might include all of the
10. d following EXCEPT el
1

Energy output (kWh)

(a) building materials with low thermal mass. od
M
11. d (b) a green roof. 8,000
(c) southern exposure with large double-paned windows.
12. c (d) reused or recycled construction materials.
13. d 4. Which source of energy is NOT (ultimately) solar-based?
4,000
el 2
Mod
(a) wind
14. d (b) biomass
(c) tides 0
15. a (d) coal 0 2 3 4 5 6 7
Wind speed (m/s)
16. b 5. Which demonstrates the use of passive solar energy?
(b) Annual energy output
I. a south-facing room with stone walls and floors
17. d II. photovoltaic solar cells for the generation of
electricity 6. A study of small wind turbines in the Netherlands
18. d III. a solar oven tested the energy output of two models, shown in the
graphs. Which statement can be inferred from these
19. b (a) I only
data?
(b) II only
20. d (c) III only (a) As wind speed increases, energy output decreases.
(d) I and III (b) The annual energy output of model 1 can exceed
6,000 kWh.
(c) As energy output surpasses 50 kWh per week,
noise pollution increases.
(d) Model 2 is likely to cause more bird and bat deaths.
7. The primary sources of renewable energy in the
United States are
(a) solar and wind energy.
(b) hydroelectricity and tidal energy.
(c) biomass and hydroelectricity.
(d) geothermal and tidal energy.

490 CHAPTER 13 ■ Achieving Energy Sustainability

TRM Answers to Chapter 13

AP® Practice Exam
Answers to Chapter 13 AP® Practice Exam
contains a reproducible version of the answers.

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 Questions 8 and 9 use the following diagram, which represents 11. The environmental impacts of cut-
annual U.S. energy consumption by source and sector for 2007. ting down a forest to obtain wood
as fuel for heating and cooking
Energy sources as Energy use sectors could include
percentage of total as percentage of I. deforestation and subsequent
consumption total consumption
Percentage Percentage
soil erosion.
of source of sector II. release of particulate matter
70 96 into the air.
24 2 Transportation III. a large net rise in
5 2 29% atmospheric concentrations
Petroleum 2
40% of sulfur dioxide.
(a) I only
44 (b) II only
9
Industrial (c) III only
9 21%
3 (d) I and II
34 37
Natural gas 18 12. What is the fuel source for a flex-
23% 34 75 Residential and
30 1 commercial 7% fuel vehicle?
6 (a) electricity
8 (b) biodiesel
<1
Coal 91 51 (c) E-85
22% 2 Generation of
electricity
(d) solar
17
9 40%
Renewable energy 7% 30
10
Nuclear fuels 51 9
8% 100 21

Total energy = 100 EJ (95 quads)

8. Which statement best describes the sources of energy 13. Which strategy will best help humans to achieve energy
in U.S. energy consumption patterns? sustainability?
(a) Most of the renewable energy is used in the I. building large, centralized power plants
industrial, residential, and commercial sectors. II. improving energy efficiency
(b) Most of the electricity generated in the United III. developing new energy technologies
States comes from nuclear energy. (a) II only
(c) The industrial sector is heavily dependent on coal (b) III only
and renewable energy. (c) I and II
(d) Fossil fuels continue to be the major energy (d) II and III
source for all sectors.
14. Biomass is created through the conversion of _______
9. Which statement best describes U.S. energy use? energy into _______ energy, which can then be used
(a) Transportation is the largest end use of energy in to generate electricity. In contrast, tidal energy involves
the United States. the conversion of _______ energy into electricity.
(b) Electricity generation is the largest end use of (a) chemical; potential; potential
energy in the United States. (b) solar; kinetic; potential
(c) Electricity generation is powered mainly by nuclear (c) chemical; kinetic; kinetic
energy. (d) solar; chemical; kinetic
(d) Industry is the largest end use of energy in the 15. Concentrated solar thermal systems implement
United States. (a) active solar technology.
10. Which statement best describes the role of renewable (b) photovoltaic cell technology.
energy in the United States? (c) passive solar technology.
(a) It is the dominant source of energy. (d) smart grid technology.
(b) It is the largest contributor of greenhouse gases.
(c) It is a large contributor to the transportation sector.
(d) Its largest contribution is to the electricity gener-
ation sector.

CHAPTER 13 ■ AP® Environmental Science Practice Exam 491

CHAPTER 13 ■ AP® Environmental Science Practice Exam 491

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 16. Which factor should NOT be considered when deter- 2. The following table shows the amounts of electricity
Answers to Chapter 13 mining the EROEI of hydrogen fuel cell vehicles? generated by photovoltaic solar cells and by wind in
AP® Practice Exam Free- (a) efficiency of isolating hydrogen from water or the United States from 2002 to 2007 (in thousands of
natural gas megawatt-hours).
Response Questions (b) by-products of generating electricity from hydrogen
(c) energy produced by the reaction between hydro- Energy Year
gen and oxygen Source
1. (a) As water falls over a vertical (d) efficiency of electric motors
2002 2003 2004 2005 2006 2007

distance, the potential energy stored 17. The primary purpose of a smart grid is to
PV solar
cells
555 534 575 550 508 606

in it is converted to kinetic energy. A (a) improve the efficiency of electricity production.

Wind 10,354 11,187 14,143 17,810 26,589 32,143
(b) improve the efficiency of energy transportation
hydroelectric power plant captures through power lines.
this kinetic energy and uses it to turn (c) improve the capacity factor of power plants.
(a) Describe the trend in electricity generation by
a turbine, just as the kinetic energy (d) coordinate electricity use with electricity availability.
photovoltaic solar cells from 2002 to 2007. Calcu-
of steam turns a turbine in a coal- 18. Which is a method of generating electricity from the late the approximate percentage change between
movement of water? 2002 and 2007. (2 points)
fired electricity generating plant. The I. tidal energy (b) Describe the trend in electricity generation by
turbine transforms the kinetic energy II. run-of-the-river wind from 2002 to 2007. Calculate the approxi-
III. water impoundment
into electrical energy. (a) I only
mate percentage change between 2002 and 2007.
(2 points)
(b) II only (c) Identify and explain any difference between the
(b) The amount of electricity that can (c) III only two trends you described in (a) and (b). (2 points)
be generated at a particular power (d) I, II and III (d) A homeowner wants to install either photovoltaic
plant depends on two factors. First, 19. Which is NOT an example of energy conservation? solar cells or wind turbines to provide electricity
(a) consolidating trips for her home in Nevada, which gets both ample
it depends on the vertical distance (b) installing a high efficiency heating system sunlight and wind. Provide two arguments in
through which the water falls. The (c) taking public transport favor of installing one of these technologies, and
(d) turning the thermostat down in winter explain two reasons for not choosing the other.
greater the distance that the water (2 points)
20. Maha wants to buy a dehumidifier. An Energy Star
will fall, the more potential energy it version of this appliance costs $300, while a standard (e) Would the installation of either PV solar cells
has and the more electricity that will unit costs $150. She expects to run it for 6 hours per or wind turbines be considered an application
day all year round. If the Energy Star unit costs 5 of energy conservation or of energy efficiency?
be generated. Second, the flow rate, cents less per hour to run, approximately how much Explain. (2 points)
or amount of water that flows past a money will Maha save in 5 years if she spends the 3. Biomass accounts for approximately one-half of the
certain point per unit of time, affects extra $150 for the Energy Star unit? renewable energy produced in the United States today.
(a) $150 (a) Biomass is considered potentially renewable.
the amount of electricity the power (b) $200 Explain what this means, and contrast it with
plant can generate. The higher the (c) $350 nondepletable resources (2 points)
(d) $400 (b) Burning biomass releases carbon into the atmo-
flow rate, the greater the quantity sphere. Compare the environmental effect of
of water, the more kinetic energy is Section 2: Free-Response Questions burning biomass to using fossil fuels. Is it better for
present, and the more electricity is Write your answer to each part clearly. Support your answers the environment to replace fossil fuels with bio-
mass? In your answer include the terms modern
generated. with relevant information and examples.Where calculations
carbon, fossil carbon, and carbon neutral (4 points).
are required, show your work. (c) Biomass can also be processed to create biofuels,
(c) There are two main types 1. Hydroelectricity provides about 7 percent of the including ethanol and biodiesel. Explain the dif-
of hydroelectric generation on electricity generated in the United States. ference between ethanol and biodiesel, both in
(a) Explain how a hydroelectric power plant converts terms of how they are generated and how they
land: run-of-the-river and water energy stored in water into electricity. (2 points) are used. (4 points)
impoundment. In run-of-the-river (b) Identify TWO factors that determine the amount
of electricity that can be generated by an individ-
hydroelectric generation, dams ual hydroelectric power plant. (2 points)
are usually constructed across a (c) Describe the TWO main types of land-based
river. Water flows over the dam or hydroelectric power plants. (2 points)
(d) Describe TWO economic advantages and TWO
through a channel and then returns environmental disadvantages of hydroelectricity.
to the river without being stored (4 points)
in a reservoir. In run-of-the-river
hydroelectric power, relatively little
flooding occurs upstream and the 492 CHAPTER 13 ■ Achieving Energy Sustainability

seasonal changes in river flow are

not disrupted. This greatly alleviates
the environmental impact of the run-of-the-river, electricity is generated by Environmental disadvantages of
project. However, it also significantly water flowing through a turbine, but the hydroelectricity:
limits the generating potential and flow rate of water and subsequent energy • It can cause a disruption in the life cycle
reliability of the energy production, generation is controlled by the gates of of certain species.
because heavy spring runoff the dam. Water impoundment can produce
from rains (and in some regions, • It alters the ecological systems both
more electricity than run-of-the-river above and below the dam, which may
snowmelt) cannot be stored. Also, in generation.
hot, dry periods such as during the displace people or flood ancient cultural
summer, the flow of water is low and (d) Economic advantages of hydroelectricity: or archaeological sites.
little or no electricity is produced. • The operating expenses of the dam are
Water impoundment is the storage not subject to fluctuations in fuel costs.
Answers continue in the Answer
of water in a reservoir behind a • Revenue from recreational use of the Appendix on page ANS-10.
dam. It is the most common type lake behind the dam can help the local
of hydro power because it usually economy.
allows for electricity generation on • In the absence of drought, hydropower
demand, rather than only during is often very low cost.
periods of heavy water flow. As with

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 Fedor Selivanov/Shutterstock

science applied 6
Should Corn Become Fuel?
Corn-based ethanol is big business—so big, in fact, for ethanol, it turns out that ethanol produces more of
that to offset demand for petroleum, U.S. policy has many air pollutants than gasoline.
required an increase in annual ethanol production from
34 billion liters (9 billion gallons) in 2008 to 136 billion Is ethanol neutral in the production
liters (36 billion gallons) by 2022. By 2017, production of greenhouse gases?
had already risen to nearly 60 billion liters (16 billion Biofuels are modern carbon, not fossil carbon. As a
gallons). result, burning ethanol should not introduce additional
Ethanol proponents maintain that substituting etha- carbon into the atmospheric reservoir because the car-
nol for gasoline decreases air pollution, greenhouse gas bon captured in growing the corn kernels and the carbon
emissions, and our dependence on foreign oil. Oppo- released in burning the ethanol should cancel each other
nents counter that when we consider all of the inputs out. That is, ethanol should be neutral in terms of the
used to grow and process corn into ethanol, it increases amount of carbon produced. However, when we once
air pollutants and greenhouse gases. Moreover, oppo- again consider the entire life cycle of ethanol, we are
nents claim that growing corn and converting it into reminded that corn production requires fossil fuels for
ethanol uses more energy than we obtain when we driving a tractor, fertilizer production, and processing
burn ethanol for fuel and that the impact of ethanol on the corn kernels to make ethanol. These are all sources
reducing our import of foreign oil is very small. What of fossil carbon, which means that ethanol production
does the science tell us? causes a net increase in the amount of greenhouse gases
being produced.
Does ethanol reduce air pollution? Various aspects of corn production, such as plow-
Ethanol (C2H6O) and gasoline (a mixture of sev- ing and tilling, may release additional CO2 into the
eral compounds, including heptane, C7H16) are both atmosphere from organic matter that otherwise would
hydrocarbons. Under ideal conditions, in the presence have remained undisturbed in the A and B horizons
of enough oxygen, burning hydrocarbons produces of the soil. Furthermore, greater demand for corn will
only water and carbon dioxide. In reality, however, increase pressure to convert land that is forest, grass-
gasoline-only vehicles always produce some carbon land, or pasture into cropland. There is increasing evi-
monoxide (CO) because there can be insufficient oxy- dence that these conversions result in a net transfer of
gen during combustion. Carbon monoxide has direct carbon from the soil to the atmosphere and lead to
effects on human health and also contributes to the additional increases in atmospheric CO2 concentra-
formation of photochemical smog (see Chapter 15 for tions. Moreover, in the United States, the ethanol pro-
more on CO and air pollution). duction process currently uses more coal than natural
Because ethanol is an oxygenated fuel—a fuel gas. Because coal emits nearly twice as much CO2 per
with oxygen as part of the molecule—adding ethanol joule of energy as natural gas (see Chapter 12), pro-
to the fuel mix of a car should ensure that more oxy- ducing the ethanol may reverse many of the benefits of
gen is present and that combustion is more complete, replacing gasoline’s fossil carbon with ethanol’s mod-
which would reduce the production of CO. When it ern carbon. Quite possibly, producing ethanol with
comes to combustion in vehicles, it is true that eth-
anol produces lower amounts of air pollutants than
gasoline. However, when we compare the entire life Oxygenated fuel A fuel with oxygen as part of the
molecule.
cycle of growing, harvesting, and processing the corn

SCIENCE APPLIED 6 ■ Should Corn Become Fuel? 493

SCIENCE APPLIED 6 ■ Should Corn Become Fuel? 493

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14_FRI_11428_ch13_450_499.indd 493 2/19/19 10:12 AM

 Does ethanol reduce our dependence
on gasoline?
If there is a positive energy return on energy invest-
ment, then using ethanol should reduce the amount
of gasoline we use and therefore the amount of for-
eign oil we must import. Our current production of
60 billion liters (16 billion gallons) of ethanol trans-
lates to about 4 percent of gasoline consumption in
the United States. If our goal is to reduce gasoline
consumption, much larger gains could be accom-
plished by having higher fuel mileage standards for
cars and trucks.

What are the unintended impacts

FIGURE SA6.1 An ethanol-producing factory. Ethanol- of ethanol production?
producing factories, such as this one in South Dakota, con- If we create greater demand for a crop that until now
vert corn into ethanol to produce a fuel that can be mixed has been primarily used as a food source, there are many
with gasoline to power automobiles. (Jim Parkin/Alamy)
unintended impacts. For example, increased ethanol pro-
duction has led to the large-scale conversion of cropland
coal releases as much carbon into the atmosphere as from food to fuel production. Even if we converted every
simply burning gasoline in the first place. This means acre of potential cropland to ethanol production, we could
that when we consider the entire life cycle of ethanol not produce enough ethanol to replace 20 percent of U.S.
production, it is not carbon neutral (FIGURE SA6.1). annual gasoline consumption. Furthermore, if all cropland
in the United States were devoted to ethanol production,
Does ethanol provide a substantial return all agricultural products destined for the dinner table
on energy investment? would have to be imported from other countries. Clearly
We can also ask how much ethanol production provides this is not a practical solution.
a return on the investment, which is how much energy What seems more likely is that we will be able to
we get out of ethanol for every unit of energy we put replace some smaller fraction of gasoline consumption
in. Scientists at the U.S. Department of
Agriculture have analyzed this problem, Producing by-products
examining the energy it takes to grow Outputs
from scratch would
corn and convert it into ethanol (the require 5,390,000 kJ, so
credit is given for these.
inputs) and the return on this energy
investment (the outputs). The energy Inputs
inputs include the energy to run farm Growing 0.4 ha Break-even point
(1 acre) of corn
machinery, to produce chemicals (espe- requires 8,545,000
cially nitrogen fertilizer), dry the corn, kilojoules (kJ).
transport the corn, convert it into eth- 1,420 L (375 gallons) of
anol, and ship it. The primary output is ethanol are produced,
the ethanol, although several by-prod- containing 33,217,000 kJ
of energy (a surplus of
ucts are produced, including distiller’s Converting corn
3,036,000 kJ).
into ethanol and
grains, corn gluten, and corn oil. Each distributing it
by-product would have required energy requires
to produce if it had been manufactured 21,636,000 kJ.
independently of the ethanol manufac-
turing process, and so energy “credit” 30,181,000 kJ 38,607,000 kJ
is assigned to these by-products. As
FIGURE SA6.2 shows, there is a slight Net energy return on energy investment = 1.3
gain of usable energy when corn is
converted into ethanol: For every unit
(38,607,000
30,181,000
(
of energy we put in, we obtain about
1.3 units of output. For comparison, FIGURE SA6.2 Energy required to produce ethanol. An analysis of the
FIRST PASS
energy costs of growing and converting 0.4 ha (1 acre) of corn into ethanol
for every unit of fossil fuel we invest
shows a slight gain fried_es3e_SA06_02_SA6.2
of usable energy when corn- May 1, 2018 into ethanol. For
is converted
in producing gasoline, we obtain about
every 1 unit of energy input, we obtain 1.3 units of energy output.
15 units of output.

494 SCIENCE APPLIED 6 ■ Should Corn Become Fuel?

494 SCIENCE APPLIED 6 ■ Should Corn Become Fuel?

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14_FRI_11428_ch13_450_499.indd 494 2/19/19 10:12 AM

 with biofuels.The Earth Policy Institute points out, how-
ever, that the 10 bushels of corn that it takes to produce
enough ethanol to fill a 95-L (25-gallon) fuel tank in a
vehicle contain the number of calories needed to feed a
person for about a year. Higher ethanol demand would
increase corn and other grain prices and would thus make
it harder for lower-income people around the world to
afford food.
Indeed, in the summer of 2007, corn prices in the
United States rose to $4 per bushel, roughly double the
price in prior years, primarily because of the increased
demand for ethanol. In more recent years, prices have
stayed above $3 per bushel and at times have gone above
$8 per bushel. People in numerous countries have had dif-
ficulty obtaining food because of these higher grain prices.
In a number of years, most notably 2008 and 2015, there FIGURE SA6.3 A potential source of cellulosic ethanol.
were food riots in many countries around the globe. Miscanthus, a fast-growing tall grass, may be a source of
cellulosic ethanol in the future. (Frank Dohleman)
Are there alternatives to corn ethanol?
Stimulating demand for corn ethanol may spur crops do not require the high energy, fertilizer, and water
the development of another ethanol technology— inputs commonly used to grow annual plants such as corn.
cellulosic ethanol, an ethanol derived from cellulose. Furthermore, the land used to grow grass would not need
Cellulose is the material that makes up the cell walls of to be plowed every year. Fertilizers and pesticides would
plants: Grasses, trees, and plant stalks are made primarily also be unnecessary, eliminating the large inputs of energy
of cellulose. If we were able to produce large quanti- needed to produce and apply them. Algae may be an even
ties of ethanol from cellulose, we could replace fossil more attractive raw material for cellulosic ethanol because
fuels with fuel made from a number of sources. Ethanol its production would not need to use land that could oth-
could be manufactured from fast-growing grasses such erwise be used for growing food crops.
as switchgrass (Panicum virgatum) or Miscanthus grass
(FIGURE SA6.3), tree species that require minimal energy What’s the bottom line?
input, discarded paper and agricultural waste, including When we compare the full life cycle of ethanol produc-
corn stalks that are left behind when corn kernels are tion, it is clear that ethanol results in a greater produc-
harvested for conventional ethanol production. It is also tion of many air pollutants and it is not neutral in terms
possible that algae could be used as the primary mate- of greenhouse production. However, its greenhouse
rial for ethanol. gas production is less than gasoline. The return on the
Producing cellulosic ethanol requires breaking cel- energy invested to create ethanol is quite low compared
lulose into its component sugars before distillation. to producing gasoline. Moreover, corn-based ethanol
This is a difficult and expensive task because the bonds has the potential to replace only a small amount of total
between the sugar molecules are very strong. One U.S. gasoline consumption. Increasing corn ethanol con-
method of breaking down cellulose is to mix it with sumption to the levels suggested by some policy makers
enzymes that sever these bonds. In 2007, the first com- may require troublesome trade offs between driving
mercial cellulosic ethanol plant was built in Iowa. At the vehicles and feeding the world. Cellulosic ethanol shows
moment, however, cellulosic ethanol is more expensive the potential to have a significant effect on fossil fuel use,
to produce than corn ethanol. at least in part because of lower energy inputs required to
How much land would it take to produce significant obtain the raw material and convert it into a fuel.
amounts of cellulosic ethanol? Some scientists suggest Suggested Answers to
Questions
that the impact of extensive cellulosic ethanol production
would be very large, while others have calculated that, 1. Legislation requiring that ethanol be added to gas- Science Applied Questions
with foreseeable technological improvements, we could oline was passed to improve air quality and reduce
replace all of our current gasoline consumption without dependence on foreign oil. Do you think the latter 1. Yes, it will reduce the amount of
goal is achieved by adding ethanol to gasoline?
large increases in land under cultivation or significant
2. What are some of the other environmental impacts foreign oil required, although not by
losses in food production. Because the technology is so
new, it is not yet clear who is correct. There will still be
of using corn-based ethanol that are not illustrated by very much. The other consequences
energy calculations shown here?
other considerations, such as the impact on biodiversity of growing corn to produce ethanol
whenever land is dedicated to growing biofuels. suggest that there are probably
The good news is that many of the raw materials for Cellulosic ethanol An ethanol derived from cellulose,
cellulosic ethanol are perennial crops such as grasses. These
the cell wall material in plants. much more effective ways to reduce
the dependence on foreign oil.
SCIENCE APPLIED 6 ■ Should Corn Become Fuel? 495 2. Those calculations do not show other
environmental impacts of growing
corn such as reduction of land
dedicated to growing food for people
or livestock, and the environmental
harm caused by herbicides and
pesticides used on corn fields.

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 (d) If the price of food increases around the world
The answer to Science Applied 3 Preparing for the AP® Exam
as a result of corn ethanol production, poorer
Practice AP® Free-Response communities may revert to subsistence energy
Practice AP® Free-Response Question production. Explain how this reversion could
Question is in the Answer Appendix Write your answer to each part clearly. Support your answers impact the total environmental benefit of etha-
on page ANS-11 with relevant information and examples. Where calculations nol production. (2 points)
are required, show your work. (e) Cellulosic ethanol production is similar to corn
ethanol production, except producers make use
The production of ethanol from corn is much like the of enzymes that increase the sugar content of
the mash, which in turn increases the energy
production of any alcoholic beverage. Corn is har-
available for yeast to grow. Describe two
vested, ground, and cooked to form a “mash.” Added benefits and two disadvantages of cellulosic
yeast use the sugar to grow and reproduce. As they ethanol production relative to corn ethanol
grow, yeast respire CO2 and produce ethanol as a waste production.
product through fermentation. Since ethanol has a
TRM Answer to Science
lower boiling point than water, the fermented product
Applied 6 Practice AP® can be boiled to evaporate the ethanol, which is a pro- References
cess known as distillation. Evaporated ethanol is then
Free-Response Question collected through condensation.
Conca, J, 2014. It's final: Corn ethanol is of no use. Forbes, April 20,
2014. https://www.forbes.com/sites/jamesconca/2014/04/20
/its-final-corn-ethanol-is-of-no-use/#6385d53867d3
Answer to Science Applied 6 Practice (a) Identify SIX energy inputs in the process of Runge, C. F. 2016. The case against more ethanol: It’s simply bad
AP® Free-Response Question producing corn ethanol. (2 points) for the environment. Yale Environment 360. http://e360.yale
.edu/features/the_case_against_ethanol_bad_for_environment
(b) Using the answers provided in question (a), write
contains a reproducible version of the an equation that would calculate the energy Searchinger, T. D., et al. 2009. Fixing a critical climate accounting
answer to this question. return on energy investment (EROEI) for error. Science 326:527–528.
Service, R. F. 2013. Battle for the barrel. Science 339:1374–1379.
ethanol production. (2 points)
(c) The leftover mash consists of water and corn.
Ethanol producers will often dry this mash, col-
lect the corn, and sell it as livestock feed.Why Key Terms
might this livestock feed be less beneficial for Oxygenated fuel
livestock than unfermented corn? (2 points) Cellulosic ethanol
Answers to Unit 6 AP ®

Practice Exam Multiple-

Choice Questions
1. c Unit 6 AP® Environmental Science Practice Exam Preparing for the AP® Exam

2. b
Section 1: Multiple-Choice Questions
3. b
Choose the best answer for questions 1–25.
4. c 1. Within a developing nation, an increase in the use of sub- Questions 2 and 3 refer to following table:
5. b sistence energy sources would most likely be caused by
(a) a decrease in the availability of straw, sticks, animal Energy return MJ per
6. d dung, and other local sources of fuel. on energy kilogram
(b) an increase in the availability of oil. Energy type investment of fuel
7. d (c) an increase in the cost of oil. Biodiesel 1 40
(d) the loss of forested land.
8. d Coal 80 24
Ethanol from corn 1 30
9. a Ethanol from sugarcane 5 30
10. d
2. Which fuel is most likely the least expensive fuel to
11. b produce per MJ of fuel?
(a) biodiesel
12. a (b) coal
13. d (c) ethanol from corn
(d) ethanol from sugarcane
14. d
15. a 496 UNIT 6 ■ AP® Environmental Science Practice Exam

16. c
17. b
18. c TRM Answers to Unit 6
AP® Practice Exam
19. d
20. a Answers to Unit 6 AP® Practice Exam
21. a contains a reproducible version of the
answers.
22. c
23. d
24. b
25. b

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 3. How many kilograms of fuel will be consumed if 9. One particularly large nuclear power plant produces
someone travels 200 km in a car that uses 3 MJ of about 400 kilocuries of krypton per year. Krypton
biodiesel per kilometer? has a half-life of 10 years. After 30 years, what will be
(a) 7.5 kg the radioactivity of the krypton waste generated in a
(b) 15 kg single year?
(c) 22 kg (a) 50 kilocuries
(d) 66 kg (b) 100 kilocuries
4. Which is likely to reduce the efficiency of a power (c) 200 kilocuries
plant? (d) 800 kilocuries
(a) Increasing the capacity factor of the plant 10. Which reduces the capacity factor of nuclear power
(b) Using anthracite coal instead of bituminous coal plants?
(c) Shutting off a turbine driven by exhaust gases (a) the need for long-term storage of radioactive waste
(d) Pumping cold water from a nearby stream into (b) government regulation of low-level radioactive waste
the condenser (c) competition with plants that use coal to produce
5. Which is a benefit of using petroleum instead of coal energy
for energy? (d) the need to periodically replace fuel rods
I. Petroleum releases about 15 percent more CO2 11. Which is a renewable energy source that does not
than coal. originate from solar radiation?
II. Petroleum flows more easily than coal. (a) biomass
III. Mining and transport of petroleum is less harmful (b) geothermal
to the environment. (c) nuclear
(a) I only (d) wind
(b) II only 12. A homeowner in the Northern Hemisphere wants to
(c) III only save money and energy by using a passive solar design
(d) I and II for heating. The homeowner could consider
6. Which is true regarding natural gas? (a) opening window blinds on southern exposure
(a) Extraction and combustion of natural gas have sunny winter days.
less effect on global warming than extraction and (b) using only Energy Star appliances.
combustion of coal. (c) placing photovoltaic cells on the roof.
(b) Contamination of water during the extraction (d) installing a ground source heat pump.
process is of little concern. 13. Suppose you own a diesel car and the current price
(c) Liquefied petroleum gas is slightly more energy- of diesel gasoline is $3.00 per gallon. You pay $750
dense than natural gas. for parts that allow the engine to be converted so it
(d) Pipelines are the primary means of transporting can operate on straight vegetable oil (SVO), which
natural gas. costs $1.50 per gallon.The car gets 50 miles per gallon
7. In 1969, M. King Hubbert calculated lower and upper when running on either type of fuel. After how many
estimates for the volume of total world petroleum miles will you recoup the cost of engine conversion?
reserves. Regardless of which estimate was used, he (a) 1,500
predicted that 80 percent of the total reserves would (b) 5,000
be used up in approximately 60 years. Which of the (c) 10,000
following likely explains why his predictions were the (d) 25,000
same for both estimates? 14. Relative to burning fossil carbon, the use of modern
I. The lower and upper estimates were not different carbon for energy
enough to cause a major significant shift in his (a) rarely contributes to the removal of vegetation.
predictions. (b) does not use energy that originates from the Sun.
II. Per capita energy use will increase with available (c) is cheaper and more efficient.
energy. (d) is more likely to be carbon-neutral.
III. Availability and use of petroleum is inversely cor-
related with cost. 15. Which consequence of water impoundment for
(a) I only hydroelectric energy production is most likely to
(b) II only release greenhouse gases?
(c) III only (a) flooding of forests and grasslands
(d) II and III (b) siltation
(c) the generation of electricity by use of turbines
8. In a nuclear power plant, control rods are used to (d) transfer of energy to power lines
(a) control the placement of fuel rods.
(b) increase the efficiency of nuclear reactions.
(c) transfer heat energy from the fuel rods into water.
(d) absorb excess neutrons emitted by fuel rods.

UNIT 6 ■ AP® Environmental Science Practice Exam 497

UNIT 6 ■ AP® Environmental Science Practice Exam 497

© Bedford, Freeman & Worth High School Publishers. For review purposes only. Do not distribute.

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 Question 16 refers to the following diagram.
TRMUnit 6 Additional AP®
Practice Free-Response i
Question
Electrons
Unit 6 Additional AP® Practice Free- Reaction layer
iii
Response Question is an additional Electricity
Membrane
free-response question for you to ii

test concepts from Unit 6 with your

Reaction layer
students. This free-response question iv
asks students to consider the long-term Oxygen
benefits of wind energy. To answer this
question, students must 16. In this depiction of a hydrogen powered fuel cell, 20. A smart grid system
• describe how the sun and rotation components i, ii, iii, and iv refer to SECOND PASSI. regulates electrical energy usage according to
(a) hydrogen, protons, neutrons, water. fried_es3e_UE06_01_UE6.1 - Mayelectrical
4, 2018energy availability.
of the Earth combine to produce the (b) hydrogen, protons, hydrogen ions, water. II. requires more energy-efficient electricity production.
energy needed to run a wind turbine. (c) hydrogen, protons, electrons, water. III. will reduce the cost of energy production.
(d) hydrogen, electrons, protons, water. (a) I only
• explain what determines the capacity 17. The combined use of concentrated solar thermal
(b) II only
factor of a windmill. (CST) and fossil fuel energy generation can provide
(c) III only
(d) I and II
for greatest grid reliability when
• use provided data to calculate the (a) CST and fossil fuel plants are built near each other. 21. The _________ projects when world oil production
number of wind turbines needed to (b) fossil fuels are able to be used when CST is will peak and when world oil will be depleted.
generate enough electricity for the unavailable. (a) Hubbert curve
(c) CST and fossil fuel energy are equally distributed (b) Hadley cell
United States. to the power grid. (c) petroleum development index
(d) fossil fuel plants are built in desert areas where there (d) Kyoto Protocol
is consistent sunshine and plenty of open space.
22. Which is a subsistence energy source?
18. Which sources of electricity employ the use of (a) ethanol
turbines? (b) bitumen
(a) photovoltaic cells, windmills, run-of-the-river (c) wood
hydroelectric plants (d) wind
(b) photovoltaic cells, windmills, water impound-
23. While natural gas is considered to be cleaner than
ment hydroelectric dams
coal or oil, it has disadvantages, including
(c) concentrated solar thermal plants, nuclear plants,
I. the release of methane.
windmills
II. increased sulfur dioxide emissions.
(d) concentrated solar thermal plants, water impound-
III. groundwater contamination.
ment hydroelectric dams, fuel cells
(a) I only
19. Which is most likely to increase the efficiency of (b) II only
energy use in the United States? (c) III only
(a) government subsidies for active solar construc- (d) I and III
tion designs
24. At a particular wind farm, 3 J of energy is expended
(b) decreasing the cost of fossil fuels
in order to obtain 45 J of energy, and its capacity fac-
(c) replacement of large power plants with several
tor is 0.25. What is the EROEI of this wind farm?
smaller plants
(a) 3.75
(d) substitution of incandescent lighting with LEDs
(b) 15
(c) 34
(d) 60

498 UNIT 6 ■ AP® Environmental Science Practice Exam

498 Unit 6 ■ AP® Environmental Science Practice Exam

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 25. While only 20 percent of the world’s population lives 2. Electricity accounts for 40 percent of overall energy
in developed countries, people in those countries use use in the United States. It is a secondary source of of the average conventional internal
approximately _________ of the world’s energy each energy since we obtain it through the conversion of a combustion engine vehicle, the
year. primary source of energy, like coal or wind.
(a) 30 percent (a) How is electricity generated in a typical power analysis of which vehicle may have
(b) 50 percent plant? (2 points) a greater ecological footprint should
(c) 70 percent (b) Define capacity and capacity factor. Explain
(d) 80 percent how capacity factors may differ between plants be done.
powered by nonrenewable fuels such as coal, and
those powered by wind and solar. (4 points) (c) (i) Since the new vehicle costs
Section 2: Free-Response Questions (c) Energy demands can vary depending on season, $40,000 and you received $2,000
Write your answer to each part clearly. Support your answers weather, and time of day. What problem can
with relevant information and examples.Where calculations occur due to this varying demand for energy? for your old vehicle, you must save
are required, show your work. What could an electric company do to deal $38,000 in fuel costs to make your
with this issue and increase energy conserva-
1. Although hybrid and electric vehicles release less car- tion? (2 points)
purchase cost-effective. With the
bon dioxide per distance traveled than internal com- (d) If an average home in a city uses 12,000 kWh price of gas at $4.00 per 20 MJ, you
bustion engine—gasoline-powered vehicles, there
remains some debate over whether hybrid vehicles
per year, how many homes can a 700 MW can determine the total number of
power plant with a 0.5 capacity factor support?
are better for the environment and whether their (2 points) MJ that $38,000 can buy:
overall efficiency is greater.
(a) Provide TWO reasons why hybrid and elec- 20 MJ
tric vehicles might be less energy-efficient than $38,000 3 5 190,000 MJ
gas-powered cars. (3 points) $4
(b) How might the average lifetime of a hybrid or
electric vehicle versus a conventional internal You save 4 2 1.5 5 2.5 MJ per
combustion engine vehicle alter an analysis of
the total ecological footprint of the vehicles? passenger-mile driven. So, the
(2 points) purchase becomes cost-effective
(c) Suppose a new all-electric vehicle costs $40,000
and requires 1.5 MJ per passenger-mile.You trade after 190,000 MJ 4 2.5 MJ 5
in your old gasoline-powered vehicle, which 76,000 miles.
required 4 MJ per passenger-mile, for $2,000.
(i) Supposing that a gallon of gasoline contains (ii) A smart grid coordinates energy
20 MJ and costs $4.00, how many miles must use with energy availability using
you drive before your purchase becomes cost
effective? (3 points) two-way communication between
(ii) How might the use of “smart grid” technol- electricity consumers and electricity
ogy reduce the environmental footprint of an
electric vehicle? (2 points)
generators. End-user appliances
utilize computers that coordinate
with the distribution network to
reduce electricity use during peak
demand, and defer all possible
electricity use to times of low
demand when there is excess
electricity capacity. By using smart
grid technology with electric
vehicles, owners could increase the
overall efficiency of the electricity
production/automobile charging/
automobile use system. Such
increased efficiency could reduce the
ecological footprint of the vehicles by
decreasing the amount of fossil fuel
energy used to generate electricity
UNIT 6 ■ AP® Environmental Science Practice Exam 499
and possibly lower the number of
new energy generation plants that
would need to be built.
Answers to Unit 6 AP® Practice to build the car must be factored into 2. (a) Fuel is delivered to a boiler and is
Free-Response Questions the overall efficiency of the car. burned. The energy contained within
• Hybrid and electric vehicles typically the combusted fuel is transferred to
1. (a) There are several reasons why hybrid have lower operating costs than water, which becomes steam. The
and electric vehicles might be less energy similarly sized conventional vehicles, kinetic energy contained within the
efficient than gas-powered cars: so the lower operating costs may steam is transferred to the blades
• If the electricity to fuel the electric vehicle encourage more driving efficiency. of a turbine, a device that can be
is generated from coal, the process of • Batteries use materials that require turned by water, steam, or wind. As
mining coal and converting it into electricity energy intensive mining of relatively the energy in the steam turns the
is only about 35 percent efficient, which rare metals. If you factor this into the turbine, the shaft in the center of the
severely reduces the overall efficiency of total energy to manufacture and operate turbine turns the generator, which
an electric-powered car. a vehicle, it may change the overall generates electricity.
• Hybrid and electric vehicles require energy balance of the car.
more expensive components and (b) Cars require energy to build, operate,
may involve a more labor-intensive and recycle. If the total lifetime of a hybrid Answers continue in the Answer
construction process. The energy used or electric car is shorter or longer than that Appendix on page ANS-12.

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