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Environmental Awareness Presentation
- 2. Session Outcomes By the end of the session learners will; Be introduced to the principles of environmental awareness. Understand the meaning of some common terminology. Have an awareness of the impact of environmental change. Have an awareness of resource efficiency. Identify practical ways to reduce environmental impacts.
- 3. What do we mean by ‘Environmental Awareness’? Highlight environmentally friendly working practices, relating to Waste Energy Transport Water issues
- 4. Group Exercises Define the following terms; Climate change Ecological footprint Carbon management Sustainable development The three strands of sustainable development GROUP TASK 1
- 5. Climate change Climate change is a significant and lasting change weather patterns over long periods.
- 6. Ecological Footprint Ecological footprint is a measure of human demand on the Earth's resources Amount of natural resources required to sustain our consumption and deal with our waste
- 7. Carbon Management The process of managing an individual or organisation’s emissions of greenhouse gases CO2 reduction
- 8. Sustainable development Development that meets the needs of the present without compromising the ability of future generations to meet their own needs
- 10. Group Exercises Identify the following; The key features of an ecological footprint The key features of the science of climate change The major impacts of climate change and global warming GROUP TASK 2
- 11. Impacts of Environmental change Key features of an Ecological Footprint ◦ ◦ ◦ ◦ Average footprint Developed world resource use Developing world resource use Need for food, transport, energy use, agriculture, deforestation ◦ Population growth ◦ Speed in which it takes to regenerate what we use in a year
- 12. Impacts of Environmental change Key features of the science of climate change Global temperature rise Natural reasons (solar cycles, volcanoes etc…) Man-made reasons (emissions, change in land use etc…) CO2 and other greenhouse gases Reduced ice caps, sea temperatures, release of greenhouse gases
- 13. C02 Emissions – latest stats Between 1990 – 2009.... 20% higher Increase of 35% between 1995-2005 Decrease of 9% 2008-2009 Carbon footprint increased by 12% over period
- 14. CO2 Emissions Agriculture Fluorinated gases (CFC’s, HFC’s) Waste industry Transport Industry Household
- 15. Impacts of Environmental change Major Impacts: ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ ◦ Global warming Sea level rise Ocean acidification Health Temperature rise Extreme weather events Deforestation Ecosystem strain Loss of biodiversity
- 16. Global Warming The main cause of global warming is the emission of ‘greenhouse gases’ such as carbon dioxide, methane and nitrous oxide. Human activity over the past 250 years, including the burning of fossil fuels, change of land use and agriculture, has increased the concentration of greenhouse gases in the earth’s atmosphere. As these gases build up in the atmosphere they strengthen what is known as the ‘greenhouse effect’.
- 17. Global Warming There has been a clear decreasing trend in Arctic summer sea ice levels since records began in 1979. Sea level around the Uk rose by 10cm during the 20th century. The Earth’s surface has warmed by 0.4 C on average since the 1970s, 1 C in last 100 years. In 160 years of records the hottest years have been since 1997.
- 18. Group Exercises Identify the following; Commonly used resources How resource efficiency affects climate change Reasons why a business should be resource efficient GROUP TASK 3
- 19. Commonly used resources Renewable Non-renewable ◦ Can be replenished through biological or natural processes ◦ Solar ◦ Wind ◦ Tides ◦ Hydro power ◦ Biomass (plants, trees etc, when harvested sustainably) ◦ Food stuffs Cannot be grown, replenished in the same rate it is consumed Fossil fuels ◦ Coal ◦ Gas ◦ Oil (fuel, petrol etc) Radioactive fuel Metals
- 20. A few facts We throw away more than 7 million tonnes of food and drink every year from our homes most of which could have been safely consumed. By pursuing opportunities for re-use, the UK could reduce its reliance on raw materials, including rare earths, by as much as 20% by 2020. Our research shows doubling the number of sofas re-used, could save 52,000 tonnes of CO2 equivalent. At the moment, 83% of sofas are not re-used and are sent to landfill or recycled. Tip of the iceberg……
- 21. Links between resource efficiency and climate change Emissions of greenhouse gases from manufacturing, agriculture, transport, forestry, aviation, shipping Embodied energy ◦ Total sum of energy to produce Emissions from ◦ waste ◦ transport ◦ energy use Transfer of greenhouse gases from one part of a cycle to another e.g. hybrid cars reduce fuel consumption but use inefficient coal fired power stations to charge batteries
- 22. Business Reasons for Resource Efficiency Regulation and legislation Reputation Cost reduction Staff retention Profitability Development of industrial capability Standard of living in less developed countries
- 23. Reduce, Reuse, Recycle In order to minimise the impact of waste products on the environment there are actions that we can take by reducing what we use, reusing products and recycling waste. In groups complete the ‘waste hierarchy’ activity and then feedback your answers to the other groups
- 25. Group Exercises Identify the following; Ways to reduce consumption of commonly used resources Ways to reuse commonly used resources Identify recyclable resources GROUP TASK 4
- 26. Waste Types Hazardous Waste which may contain hazardous substances, may cause harm to the environment or react with other materials Non-Hazardous Soils, builder materials, sludge, inert materials Clinical/Biological Sharps, infected material, some hospital waste, waste from surgeries hospitals and clinics, infectious organisms, absorbent materials, human and animal tissue Inert and Active Building waste such as rubble, bricks, stone (Inert) and wood, old window frames, guttering, pipework, downspouts and other building related matter (Active)
- 27. Waste Classification Activity Task 1… Split cards into: Recyclable/reusable Non-recyclable Compostable Energy recovery Task 2 … the non-recyclable cards split Biological/Clinical Non-hazardous Hazardous Inert/inactive
- 28. Ways to reduce…. Boil only water you need Buy only what you need Buy things with less packaging Cook food for only those eating Switch off lights, monitors, appliances Print on both sides of paper Flush toilet only when needed Solar power Insulation in homes Service vehicles and equip regularly Use public transport Walk…
- 29. Ways to reuse…. New ways of using materials Reuse wrapping, boxes, plastic bags ‘Bag for life’ Repair rather than dispose Composting (paper, wood, food) Chip fat from local chip shop used as diesel Sell unwanted items Re-use coffee cups Print on both sides Rechargeable batteries Grey water harvesting Rain water harvesting
- 30. Recyclable Resources Plastics Tins, aluminium, steel Paper Glass Cardboard Tetrapak Clothing Electronic equipment Mobile phones Spectacles Tyres Ink cartridges Some building materials
- 31. Recycling materials into..... Paper More paper, depending on quality – 7 times Cardboard Paper, jiffy bags, loft insulation, car bodies, packaging, animal bedding, coffins Cans New cans, car and aviation , bike frames, train tracks, pipes. Never loses quality Plastics new bottles, car parts, bins, home composters . It can also be used to make clothing such as fleece jackets and hats or fibre filling for sleeping bags and duvets. Plastic milk bottles are used in street and garden furniture Glass Reused where possible (brown, clear) or crushed and turned into fine sand to be used as building sand, if processed further can be used as floor and wall insulation and lightweight construction aggregate. Tyres Surfaces for playgrounds, shock absorption, car parts, retreads, fuel, mulch for landscaping, 3G sports pitches
- 32. Complete your Workbook Now that you have completed your activities write the answers in your work book.
- 33. Practice Questions Complete the crossword and the practice questions on your own. We will then go through the answers as a group to see how you all did. This will prepare you for the on-line test.