Print3.3 Energy Systems
As the textbook covers much material in detail, the following sections will provide more of a self-check of your knowledge and comprehension about these topics. Working through these problems should come after you have read each of the sections.
Energy consumption and the Human Development Index (HDI)
Study these three different graphs below. (For reasons beyond me, these Google Public Data graphs do not appear using a Chrome browser. Please try a different browser if using Chrome and you cannot view these graphs, or follow the links directly.)
(Credit: Google)
(Credit: Google)
(Credit: Google)
(Credit: Google)
(Credit: Google)
(Credit: Google)
(Credit: Google)
While you are working through your lessons each week, you will notice that there are a number of self-check exercises spread throughout the lesson. I highly encourage you to attempt to answer the question using the spaces provided before reviewing the answers provided. These exercises were designed to help you pause, process, and reflect on what you've learned. Note: these self-assessments are not graded and the instructor is in no way able to see what you type.
Check Your Understanding
Question: Which set of indicators seem to most indicate a definitive predictor of the Human Development Index (HDI)? Why might this be the case?
Answer: Graph number 2, representing percentage of internet users. While electrification rate seems to be a good predictor, it demonstrates less differentiation at the higher percentages of electricity access and while per capita emissions GHG seems to fit, there are some significant outliers.
Driving Forces of CO2
Answer the questions about the Equation on pg. 302 and Table 6.1 [CO2] = Population x GDP/population x Energy/GDP x CO2/Energy - sequestration
Check Your Understanding
Question: How are Energy and CO2 output related in this equation?
Answer: If Energy Intensity increases by requiring more Energy per unit of GDP, then CO2 typically goes up. If Energy production becomes more efficient at reducing CO2 output (Carbon Intensity), then CO2 will typically go down. Question: In Table 6.1, explain the differences between China and the Middle East. Both have a similar increase in Carbon Emissions (~ 4%), yet their CO2 drivers are significantly different. Explain what the difference are between the two. Answer: In China, the significant driving factor was the increase in Standard of Living for its population (8.54%) along with an increase in population (1.37%). Energy Intensity and Carbon Intensity both decreased, with Energy Intensity decreasing a significant amount (-5.4%). In the Middle East, even though the Standard of Living remained near constant for the duration (0.04%), the increase in Population (2.98%) along with an increase in Energy Intensity (2.45%), the Middle East (4.34%) grew enough to have a comparable increase in Carbon Emissions as that of China (4.0%).
Question: What is the potential of renewables in relation to the Emissions Equation above?
Answer: Renewables will significantly decrease the Carbon Intensity profile of any given region or country.
Bonus Round: While renewable energy generation for export and technological manufacturing can shift the overall GDP of a country, it is not likely to be a major driver in decreasing Energy Intensity or increasing Standard of Living.
Systems Interactions
While the CO2 emissions equation presents a certain picture of how energy and CO2 emissions are related, it does allow us to make some important comparisons between nations or regions, but it does not capture other complex relationships within an energy system.
Check Your Understanding
Question: Give a few examples of variables that models of energy-prosperity-environment systems typically cannot capture.
Answer: 1) The value of environmental resources and the processes that produce these resources, such as the forests and underground terrain in the production of clean water, trees and plants that help to clean the air, or biodiversity and species resilience that helps to support the food chain in numerous extensive ways. 2) The value of landscapes and places as sacred to a given society. 3) The social conditions that can arise from the pursuit of given energy strategies and policies.
Life-cycle Analysis
Check Your Understanding
Question: What are the four steps of conducting a Life-Cycle Analysis (LCA)?
Answer: 1) Defining 'System Boundaries' or another way to say it is defining the 'Goals & Scope' of the system analysis. 2) Conducting a complete 'Inventory Analysis' of material and energy usage by-products, waste, etc., that went into each stage of action. 3) Societal and environmental impacts are quantified to the best estimates of material losses or gains and bio-health impacts. 4) Evaluate and choose based on various scenarios and/or models.
Question: Life-Cycle Analysis models are useful at what? And, are not so good at what?
Answer: LCAs are useful at identifying "possible impacts of a technology or process," but LCAs are limited in how they are able to analyze small auxiliary impacts to other systems. (Which, when repeated across multiple iterations, can begin to collapse other systems.)
Simulations
Check Your Understanding
Question: Which of the following are main features of simulation models? a) computationally intensive b) predictive c) impact analysis d) nesting of systems e) risk-based f) limited in complexity
Answer: a, b, d, f
Risk Modeling
Check Your Understanding
Question: Give two definitions of risk.
Answer: 1) Risk is the possibility of any unwanted impact. 2) Risk = Frequency x Severity or Consequence. (Risk = events per unit time x injuries per event)
Question: What are ways in which Risk Modeling and LCAs are interconnected?
Answer: 1) LCA produces an assessment of possible impacts that can be used as a place to begin risk analysis of unwanted impacts. 2) Both LCA and risk analysis should be conducted over the duration of the process or product. (Process here can include a policy or market intervention.)