Water Pollution

Point Source Pollution

vs.
Nonpoint Source Pollution

What’s the difference?

 Point Source Pollution

 comes from a specific

source, like a pipe

 factories, industry,
municipal treatment
plants

 can be monitored and

controlled by a permit
system
What is nonpoint source pollution?

 Nonpoint Source (NPS)

Pollution is pollution
associated with
stormwater or runoff

 NPS pollution cannot be

traced to a direct
discharge point such as
a wastewater
treatment facility
 Examples of NPS

 oil & grease from cars  sewage & cleaners from

 fertilizers boats
 animal waste  household cleaning
 grass clippings products
 septic systems
 litter
 Pollutant Transport Mechanisms
How can the pollutant transport in
runoff water
• NPS pollutants build up on land surfaces during dry weather
Atmospheric deposition
Fertilizer applications
Animal waste
Automotive exhaust/fluid leaks

• Pollutants are washed off land surfaces during precipitation

events (stormwater runoff)
• Stormwater runoff will flow to lakes and streams
Pollutant build-up and wash off are affected by
land use.

 Imperviousness increases runoff

 Land use changes impact build up

Linking Land Use to Water Quality

More Imperviousness = More Water

 What is impervious cover?

 roads, rooftops, parking lots, and other hard

surfaces that do not allow storm water to soak
into the ground

 “predominant American vegetation”

Impervious Cover

• provides a surface for

accumulation of
pollutants

• leads to increased
polluted runoff and
flooding

• inhibits recharge of
groundwater
 Impact of Nonpoint Source Pollution

 fish and wildlife

 recreational water
activities
 commercial fishing
 tourism
 drinking water quality
 Pollutants Found in Runoff
Sediment Biochemical Oxygen Demand (BOD)
Soil particles ● Oxygen depleting material
transported from Leaves
their source Organic material

Toxics Nutrients
● Pesticides ● Various types of materials that
 Herbicides become dissolved and suspended in
 Fungicides water (commonly found in fertilizer and
 Insecticides plant material):
● Metals (naturally occurring in  Nitrogen (N)
soil, automotive emissions/  Phosphorus (P)
tires)
 Lead
 Zinc Bacteria/ Pathogens Thermal Stress
 Mercury Originating from: Heated runoff,
● Petroleum Hydrocarbons ● Pets removal of
(automotive exhaust and ● Waterfowl streamside
fuel/oil) vegetation
● Failing septic systems
Debris
Litter and illegal dumping
Potential Sources of Pollutants
Found in Residential Areas
 Nutrients: Fertilizers and
septic systems
 Pathogens: Pet waste and
septic systems
 Sediment: Construction,
road sand, soil erosion
 Toxic: Pesticides,
household products
 Debris: Litter and illegal
dumping
 Thermal: heated runoff,
removal of streamside
vegetation
 Pollutants from Agriculture
o Sediment
o Nutrients
o Pathogens
o Pesticides
 Why are these pollutants important?
 Sediment reduces light penetration in
stream, clogs gills of fish and aquatic
invertebrates.
 Nutrients act as fertilizer for algae &
aquatic plants which can cause highly
varying dissolved oxygen levels. At low
DO levels, the aquatic life has the
potential to be harmed.
 Toxics can impact life and contaminate
drinking water supplies.
 Bacteria/Pathogens are an indicator of
possible viruses present in the system.
Chapter 20
Air Pollution
o Atmosphere as a Resource
o Types and Sources of Air Pollution
• Major Classes of Air Pollutants
• Sources of Outdoor Air Pollutants
• Urban Air Pollution
o Effects of Air Pollution
o Controlling Air Pollution in the US
 Atmosphere as a Resource
o Atmospheric
Composition
• Nitrogen 78.08%
• Oxygen 20.95%
• Argon 0.93%
• Carbon dioxide 0.04%
o Ecosystem services
• Blocks UV radiation
• Moderates the
climate
• Redistributes water in
the hydrologic cycle
Types and Sources of Air Pollution
o Air Pollution
• Chemicals added to the atmosphere by natural
events or human activities in high enough
concentrations to be harmful
o Two categories
• Primary Air Pollutant
• Harmful substance that is emitted directly into the
atmosphere
• Secondary Air Pollutant
• Harmful substance formed in the atmosphere when a
primary air pollutant reacts with substances
normally found in the atmosphere or with other air
pollutants
Major Air Pollutants
 Major Classes of Air Pollutants
o Particulate Material
o Nitrogen Oxides
o Sulfur Oxides
o Carbon Oxides
o Hydrocarbons
o Ozone
 Particulate Material
o Thousands of different solid or liquid
particles suspended in air
• Includes: soil particles, soot, lead, asbestos,
sea salt, and sulfuric acid droplets
o Dangerous for 2 reasons
• May contain materials with toxic or
carcinogenic effects
• Extremely small particles can become lodged in
lungs
 Nitrogen and Sulfur Oxides
o Nitrogen Oxides
• Gases produced by the chemical interactions
between atmospheric nitrogen and oxygen at
high temperature
• Problems
• Greenhouse gases
• Cause difficulty breathing
o Sulfur Oxides
• Gases produced by the chemical interactions
between sulfur and oxygen
• Causes acid precipitation
 Carbon Oxides and Hydrocarbons
o Carbon Oxides
• Gases carbon monoxide (CO) and carbon
dioxide (CO2)
• Greenhouse gases
o Hydrocarbons
• Diverse group of organic compounds that
contain only hydrogen and carbon (ex: CH 4-
methane)
• Some are related to photochemical smog and
greenhouse gases
 Ozone
o Tropospheric Ozone
• Man- made pollutant in the lower atmosphere
• Secondary air pollutant
• Component of photochemical smog
o Stratospheric Ozone
• Essential component that screens out UV
radiation in the upper atmosphere
• Man- made pollutants (ex: CFCs) can destroy it
 Sources of Outdoor Air Pollution
o Two main sources
• Transportation
• Industry
o Intentional forest
fires is also high
 Urban Air Pollution
o Photochemical Smog (ex: Los Angeles below)
• Brownish-orange haze formed by chemical reactions
involving sunlight, nitrogen oxide, and hydrocarbons
Formation of Photochemical Smog
Sources of Smog in Los Angeles
Case-In-Point Air Pollution in Beijing
and Mexico City

o Beijing (left)
o Mexico City (above)
 Effects of Air Pollution
o Low level exposure
• Irritates eyes
• Causes inflammation of respiratory tract
o Can develop into chronic respiratory
diseases
 Health Effects of Air Pollution
o Sulfur Dioxide and Particulate material
• Irritate respiratory tract and impair ability of
lungs to exchange gases
o Nitrogen Dioxides
• Causes airway restriction
o Carbon monoxide
• Binds with iron in blood hemoglobin
• Causes headache, fatigue, drowsiness, death
o Ozone
• Causes burning eyes, coughing, and chest
discomfort
 Children and Air Pollution
o Greater health threat to children than
adults
• Air pollution can restrict lung development
• Children breath more often than adults
o Children who live in high ozone areas are
more likely to develop asthma
 Controlling Air Pollution
in US
o Smokestacks with
electrostatic precipitator
(right)

Without
Electrostatic
precipitator

With Electrostatic
precipitator
Controlling Air Pollution
in the US
o Smokestacks with
scrubbers (right)
o Particulate material can
also be controlled by
proper excavating
techniques
 Controlling Air Pollution in the US
o Phase I Vapor Recovery System for
gasoline
 The Clean Air Act
o Authorizes EPA to set
limits on amount of
specific air pollutants
permitted
o Focuses on 6
pollutants:
• lead, particulate
matter, sulfur dioxide,
carbon monoxide,
nitrogen oxides, and
ozone
o Act has led to
decreases!
 Other Ways to Improve Air Quality

o Reduce sulfur content in gasoline from its

current average of 330 ppm to 30 ppm
• Sulfur clogs catalytic converters
o Require federal emission standards for all
passenger vehicles
• Including SUVs, trucks and minivans
o Require emission testing for all vehicles
• Including diesel
 Ozone Depletion in Stratosphere
o Ozone Protects earth from UV radiation
• Part of the electromagnetic spectrum with
wavelengths just shorter than visible light
 Ozone Depletion in Stratosphere
o Ozone thinning/hole
• First identified in 1985
over Antarctica
o Caused by
• human-produced bromine
and chlorine containing
chemicals
• Ex: CFCs
 Ozone Depletion in Stratosphere
o Hole over Antarctica requires two
conditions:
• Sunlight just returning to polar region
• Circumpolar vortex- a mass of cold air that
circulates around the southern polar region
• Isolates it from the warmer air in the rest of the
planet
o Polar stratospheric clouds form
• Enables Cl and Br to destroy ozone
 Effects of Ozone Depletion
o Higher levels of UV-
radiation hitting the
earth
• Eye cataracts
• Skin cancer (right)
• Weakened immunity
o May disrupt
ecosystems
o May damage crops
and forests
 Recovery of Ozone Layer
o Montreal Protocol (1987)
• Reduction of CFCs
• Started using HCFCs (greenhouse gas)
o Phase out of all ozone destroying chemicals
is underway globally
o Satellite pictures in 2000 indicated that
ozone layer was recovering
o Full recovery will not occur until 2050
 Acid Deposition
o Sulfur dioxide and nitrogen dioxide
emissions react with water vapor in the
atmosphere and form acids that return to
the surface as either dry or wet
deposition
o pH scale
How Acid Deposition Develops
 Effects of Acid Deposition
o Declining Aquatic
Animal Populations
o Thin-shelled eggs
prevent bird
reproduction
• Because calcium is
unavailable in acidic soil
o Forest decline
• Ex: Black forest in
Germany (50% is
destroyed)
Acid Deposition and Forest Decline
Air Pollution Around the World
o Air quality is deteriorating
rapidly in developing countries
o Shenyang, China
• Residents only see sunlight a few
weeks each year
o Developing countries have older
cars
• Still use leaded gasoline
o 5 worst cities in world
• Beijing, China; Mexico City, Mexico;
Shanghai, China; Tehran, Iran; and
Calcutta, India
Long Distance Transport of Air
Pollutants
 Indoor Air
Pollution
o Pollutants can be
5-100X greater
than outdoors
o Most common:
• Radon, cigarette
smoke, carbon
monoxide,
nitrogen dioxide,
formaldehyde
pesticides, lead,
cleaning solvents,
ozone, and
asbestos
Indoor Air Pollution - Radon
What is Recycling?
o Recycling is a term used to describe a series of
activities that includes collecting recyclable
materials that would otherwise be considered
waste.
o The first top arrow
represents the
collection of recyclable
materials for
processing.

o The bottom right arrow

represents the
recyclables being
processed into recycled
products.

o The bottom left arrow

is the most important.
It represents when the
consumer actually buys a
product with recycled
content.
What are the three
R’s of Recycling?
 Reduce
o Reduce means to use
less of something.
Some examples are:
1. Use a handkerchief
instead of tissues.
2. Use a cotton rag when
cleaning house instead
of paper towels.
3. Use a sports bottle
instead of buying
bottled water
everyday.
 Reuse
o Reuse is to put
again into service
without changing.
Examples are:
1. Wrapping paper

2. Floppy disks

3. Plastic grocery
bags
 Recycle
o Recycle is to put
again into service
with changing.
Examples are:
1. Cans

2. Glass

3. Plastics
 What are some
things I can Recycle?
o Paper
o Cardboard
o Glass
o Steel Cans
o Batteries
o Plastic
o Tires
o Shoes
o Computers
 What are some items
that I cannot Recycle?
o Ceramics

o Light Bulbs

o Mirrors

o Spray Cans
Where do I take my
Recyclables
o A local recycling
center

o A local waste
recycling center

o At curbside

o A local bulky waste

recycling center
 How can Recycling
conserve our natural
resources?
o Recycling conserves
natural resources by
substituting “secondary
resources” such as
glass, metal, and paper
for raw materials
extracted.
o By recycling paper the
need to cut down trees
reduces.
o By recycling aluminum it
minimizes the need for
mining new minerals,
thereby decreasing
damage to the
wilderness.
How does Recycling
save energy?
o The energy required to
manufacture paper,
plastics, glass, and metal
from recycled materials
is usually less than the
energy required to
produce them from new
materials.
o The steps such as
collection, processing,
and transportation is
also usually less energy
then the steps in
supplying new materials.
How can students start
a Recycling program at
their university?
 There are 3 steps to
starting one
o The first step is to
The first step is to
get key questions
answered such as:

1. Who will run the

program?

2. What kind of
Recyclables does the
school produce?

3. How will the

Recyclables get to the
centers?
o The second step in
creating a Recycling
program at your
school is to find out
who will take the
collected recyclables
to a center.

1. Will the school ask a

center to pick up the
recyclables?

2. Or will there be
volunteers to bring
the recyclables?
o The final step is to
put the program into
gear by having a
recycling club to
manage it.

1. Each classroom should

have a bin to put their
recyclables in.

2. The schools offices

should also have bins.
o Bring old glasses to eye
doctors.
o Bring your old clothes to
Goodwill.
o Use glass cups and
plates instead of paper.
o Use cloth napkins
instead of paper.
o Buy in bulk rather then
buying smaller bottles
of something.
o Reuse glass bottles or
containers.
 Things to Remember:
o The three R’s. REDUCE,
REUSE, RECYCLE.

o Recycling helps to conserve

our natural resources,
energy, and keeps less out of
our landfills.

o Starting a program at your

school helps to tell people of
how Recycling is such an
importance for everyone to
take part in.

o It’s FUN!
Waste Management
 What are Wastes?
Waste (also known as rubbish, trash, refuse, garbage,
junk, litter, and ort) is unwanted or useless materials.
In biology, waste is any of the many unwanted
substances or toxins that are expelled from living
organisms, metabolic waste; such as urea and sweat.

Basel Convention Definition of Wastes

“substances or objects which are disposed of or are
intended to be disposed of or are required to be
disposed of by the provisions of the law”

Disposal means
“any operation which may lead to resource recovery,
recycling, reclamation, direct re-use or alternative
uses (Annex IVB of the Basel convention)”
 Basel Convention
o The Basel Convention on the Control of Transboundary
Movements of Hazardous Wastes and Their Disposal, usually
known simply as Basel Convention, is an international treaty that
was designed to reduce the movements of hazardous waste
between nations, specially to prevent transfer of hazardous
waste from developed to less developed countries (LDCs). It
does not, however, address the movement of radioactive waste.
The convention is also intended to minimize the amount and
toxicity of wastes generated, to ensure their environmentally
sound management as closely as possible to the source of
generation, and to assist LDCs in environmentally sound
management of the hazardous and other wastes they generate.
o The Convention was opened for signature on 22nd March
1989, and entered into force on 5 May 1992.
 The definition…………
o Produced by the United Nations Statistics Division
(U.N.S.D.):
"Wastes are materials that are not prime products (that
is products produced for the market) for which the
generator has no further use in terms of his/her own
purposes of production, transformation or consumption,
and of which he/she wants to dispose. Wastes may be
generated during the extraction of raw materials, the
processing of raw materials into intermediate and final
products, the consumption of final products, and other
human activities. Residuals recycled or reused at the
place of generation are excluded."
 Kinds of Wastes
Solid wastes: wastes in solid forms, domestic, commercial
and industrial wastes

Examples: plastics, styrofoam containers, bottles,

cans, papers, scrap iron, and other
trash

Liquid Wastes: wastes in liquid form

Examples: domestic washings, chemicals, oils, waste

water from ponds, manufacturing industries
and other sources
 According to EPA regulations, SOLID
WASTE is
o Any garbage or refuse (Municipal Solid
Waste)
o Sludge from a wastewater treatment plant,
water supply treatment plant, or air pollution
control facility
o Other discarded material
o Solid, liquid, semi-solid, or contained
gaseous material from industrial, commercial,
mining, and agricultural operations, and from
community activities

http://www.epa.gov/epaoswer/osw/basifact.htm#solidwaste
Classification of Wastes according to
their Properties
Bio-degradable
can be degraded (paper, wood, fruits
and others)
Non-biodegradable
cannot be degraded (plastics, bottles,
old machines,cans, styrofoam containers
and others)
 Classification of Wastes according to
their Effects on Human Health and the
Environment
o Hazardous wastes
o Substances unsafe to use commercially,
industrially, agriculturally, or economically
and have any of the following properties-
ignitability, corrosivity, reactivity &
toxicity.
o Non-hazardous
o Substances safe to use commercially,
industrially, agriculturally, or economically
and do not have any of those properties
mentioned above. These substances usually
create disposal problems.
 Classification of wastes according to
their origin and type
o Municipal Solid wastes: Solid wastes that include household garbage, rubbish,
construction & demolition debris, sanitation residues, packaging materials, trade
refuges etc. are managed by any municipality.
o Bio-medical wastes: Solid or liquid wastes including containers, intermediate or
end products generated during diagnosis, treatment & research activities of
medical sciences.
o Industrial wastes: Liquid and solid wastes that are generated by manufacturing
& processing units of various industries like chemical, petroleum, coal, metal gas,
sanitary & paper etc.
o Agricultural wastes: Wastes generated from farming activities. These
substances are mostly biodegradable.
o Fishery wastes: Wastes generated due to fishery activities. These are
extensively found in coastal & estuarine areas.
o Radioactive wastes: Waste containing radioactive materials. Usually these are
byproducts of nuclear processes. Sometimes industries that are not directly
involved in nuclear activities, may also produce some radioactive wastes, e.g.
radio-isotopes, chemical sludge etc.
o E-wastes: Electronic wastes generated from any modern establishments. They
may be described as discarded electrical or electronic devices. Some electronic
scrap components, such as CRTs, may contain contaminants such as Pb, Cd, Be or
brominated flame retardants.
Sources of Wastes

Households

Commerce and Industry

 MAGNITUDE OF PROBLEM: Indian
scenario

- Per capita waste generation increasing by 1.3% per

annum
- With urban population increasing between 3 – 3.5% per
annum
- Yearly increase in waste generation is around 5%
annually
- India produces more than 42.0 million tons of municipal
solid waste annually.
- Per capita generation of waste varies from 200 gm to
600 gm per capita / day. Average generation rate
at 0.4 kg per capita per day in 0.1 million plus towns.
IMPACTS OF WASTE IF NOT MANAGED WISELY

•Affects our health

•Affects our socio-economic conditions
•Affects our coastal and marine environment
•Affects our climate

•GHGs are accumulating in Earth’s atmosphere as a result of human

activities, causing global mean surface air temperature and
subsurface ocean temperature to rise.

•Rising global temperatures are expected to raise sea levels and change
precipitation and other local climate conditions.

•Changing regional climates could alter forests, crop yields, and water
supplies.

•This could also affect human health, animals, and many types of
ecosystems.

•Deserts might expand into existing rangelands, and features of some of

our national parks might be permanently altered.
 IMPACTS OF WASTE…
- Some countries are expected to become warmer,
although sulfates might limit warming in some
areas.

- Scientists are unable to determine which parts

of those countries will become wetter or drier, but
there is likely to be an overall trend toward
increased precipitation and evaporation, more
intense rainstorms, and drier soils.

- Whether rainfall increases or decreases cannot

be reliably projected for specific areas.
 Impacts of waste….
o Activities that have altered the chemical composition of the
atmosphere:

- Buildup of GHGs primarily carbon dioxide (CO2) methane (CH4),

and nitrous oxide (N20).

- C02 is released to the atmosphere by the burning of fossil fuels,

wood and wood products, and solid waste.

- CH4 is emitted from the decomposition of organic wastes in

landfills, the raising of livestock, and the production and
transport of coal, natural gas, and oil.

- N02 is emitted during agricultural and industrial activities, as

well as during combustion of solid waste and fossil fuels. In
1977, the US emitted about one-fifth of total global GHGs.
 SOURCES OF HUMAN
EXPOSURES
Exposures occurs through
o Ingestion of contaminated water or food
o Contact with disease vectors
o Inhalation
o Dermal
 Points of contact
o Soil adsorption, storage and biodegrading
o Plant uptake
o Ventilation
o Runoff
o Leaching
o Insects, birds, rats, flies and animals
o Direct dumping of untreated waste in seas,
rivers and lakes results in the plants and
animals that feed on it
 Waste hierarchy
Waste hierarchy refers to 3 Rs
Reduce, Reuse, Recycle
 Waste
o Minimizing solid
waste
 Minimizing packaging
 Recycleable
Paper, plastics, metals,
glass, wood
 Reusable ?
Textiles, leather, rubber,
metals, wood
 Compostable
Yard trimmings, food
scraps (vegetable)
“By recycling almost 8 million tons of metals (which includes aluminum, steel,
and mixed metals), we eliminated greenhouse gas (GHG) emissions totaling
more than 26 million metric tons of carbon dioxide equivalent (MMTCO 2E). This
is equivalent to removing more than 5 million cars from the road for one year.”
 CATEGORIES OF WASTE
DISPOSAL
1. DILUTE AND Throw it in the
DISPERSE river / lake /
(ATTENUATION) sea
Burn it

Basically this involves spreading trash thinly

over a large area to minimize its impact

Works for sewage, some waste chemicals,

when land-disposal is not available
Plastic in Pacific
2. CONCENTRATE
Waste dumps,
AND CONTAIN landfills
(ISOLATION)

Historically, that’s how most of the solid

waste gets treated
 Useful options
o Resource o Energy recovery
recovery o Incineration
o Composting o Pyrolysis
o Vermicomposting o Gasification
o Bio-methanation or
anaerobic digestion
 Impacts of waste on health

Chemical poisoning through chemical

inhalation
Uncollected waste can obstruct the storm
water runoff resulting in flood
Low birth weight
Cancer
Congenital malformations
Neurological disease
 Impacts of waste on health
o Nausea and vomiting
o Increase in hospitalization of diabetic
residents living near hazard waste sites.
o Mercury toxicity from eating fish with
high levels of mercury.
Goorah, S., Esmyot, M., Boojhawon, R. (2009). The Health Impact of Nonhazardous Solid Waste
Disposal in a Community: The case of the Mare Chicose Landfill in Mauritius. Journal of
Environment Health, 72(1) 48-54
Kouznetsova, M., Hauang, X., Ma, J., Lessner, L. & Carpenter, D. (2007). Increased Rate of
Hospitalization for Diabetes and Residential Proximity of Hazardous waste Sites.
Environmental Health Perspectives, 115(1)75-75
Barlaz, M., Kaplan, P., Ranjithan, S. & Rynk, R. (2003) Evaluating Environmental Impacts of solid
Waste Management Alternatives. BioCycle, 52-56.
 Effects of waste on animals and
aquatics life
o Increase in mercury level in fish due to
disposal of mercury in the rivers.
o Plastic found in oceans ingested by birds.
o Resulted in high algal population in rivers
and sea.
o Degrades water and soil quality.
 Impacts of waste on Environment
o Waste breaks down in landfills to form
methane, a potent greenhouse gas
o Change in climate and destruction of ozone
layer due to waste biodegradable
o Littering, due to waste pollutions, illegal
dumping, Leaching: is a process by which
solid waste enter soil and ground water and
contaminating them.
o U.S. Environment Protection Agency (2009)
It is estimated that food wasted by the US and Europe could
feed the world three times over. Food waste contributes to
excess consumption of freshwater and fossil fuels which,
along with methane and CO2 emissions from decomposing
food, impacts global climate change. Every tonne of food waste
prevented has the potential to save 4.2 tonnes of CO2
equivalent. If we all stop wasting food that could have been
eaten, the CO2 impact would be the equivalent of taking one in
four cars off the road.
 WHAT SHOULD BE DONE
o Reduce Waste
- Reduce office paper waste by implementing a formal policy
to duplex all draft reports and by making training manuals
and personnel information available electronically.

- Improve product design to use less materials.

- Redesign packaging to eliminate excess material while

maintaining strength.

- Work with customers to design and implement a packaging

return program.

- Switch to reusable transport containers.

- Purchase products in bulk.

 WHAT SHOULD BE DONE

Reuse

- Reuse corrugated moving boxes internally.

- Reuse office furniture and supplies, such as interoffice

envelopes, file folders, and paper.

- Use durable towels, tablecloths, napkins, dishes, cups,

and glasses.

- Use incoming packaging materials for outgoing

shipments.

- Encourage employees to reuse office materials rather

than purchase new ones.
 WHAT SHOULD BE DONE

Donate/Exchange

- old books

- old clothes

- old computers

- excess building materials

- old equipment to local organizations

 WHAT SHOULD BE DONE

Employee Education

- Develop an “office recycling procedures” packet.

- Send out recycling reminders to all employees

including environmental articles.

- Train employees on recycling practices prior to

implementing recycling programs.

- Conduct an ongoing training process as new

technologies are introduced and new employees join
the institution.
 WHAT SHOULD BE DONE

Employee Education

- education campaign on waste

management that includes an extensive
internal web site, quarterly newsletters,
daily bulletins, promotional signs and
helpful reference labels within the
campus of an institution.
 WHAT SHOULD BE DONE

Conduct outreach program adopting an

ecologically sound waste management system
which includes:

• waste reduction
• segregation at source
• composting
• recycling and re-use
• more efficient collection
• more environmentally sound disposal
 Residents may be organized into small
groups to carry out the following:
1. construction of backyard compost pit

2. construction of storage bins where recyclable and

reusable materials are stored by each household

3. construction of storage centers where recyclable

and reusable materials collected by the street
sweepers are stored prior to selling to junk dealers

4. maintenance of cleanliness in yards and streets

5. greening of their respective areas

6. encouraging others to join

EGEE 102 – Energy Conservation
And Environmental Protection

Global Warming
                                              

EGEE 102 - Pisupati 113

 Greenhouse Gases
o Carbon dioxide
• combustion of solid waste, fossil fuels (oil, natural gas, and coal),
and wood and wood products
o Methane :
• production and transport of coal, natural gas, and oil. Methane
emissions also result from the decomposition of organic wastes in
municipal solid waste landfills, and the raising of livestock.
o Nitrous oxide
• agricultural and industrial activities, as well as during combustion
of solid waste and fossil fuels.
o hydrofluorocarbons (HFCs), perfluorocarbons (PFCs),
and sulfur hexafluoride (SF6),
• industrial processes.

Source: http://www.epa.gov/globalwarming/emissions/index.html
EGEE 102 - Pisupati 114
Temperature Changes

EGEE 102 - Pisupati 115

 GHG Emissions Increase
o Since pre-industrial times atmospheric
concentrations of CO2, CH4 and N2O have
climbed by over 31%, 151% and 17%,
respectively. Scientists have confirmed
this is primarily due to human activity.
Burning coal, oil and gas, and cutting down
forests are largely responsible.

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 Global Warming
o Cut your utility bills by purchasing energy-
efficient appliances, fixtures, and other
home equipment and products. The average
house is responsible for more air pollution
and carbon dioxide emissions than is the
average car.

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Global Warming Potential
Gas GWP
Carbon dioxide (CO2) 1
Methane (CH4)* 21
Nitrous oxide (N2O) 310
HFC-23 11,700
HFC-125 2,800
HFC-134a 1,300
HFC-143a 3,800
HFC-152a 140
HFC-227ea 2,900
HFC-236fa 6,300
HFC-4310mee 1,300
CF4 6,500
C2F6 9,200
C4F10 7,000
C6F14 7,400
SF6 EGEE 102 - Pisupati 23,900 118
Role of Energy

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Emissions By Sector

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Greenhouse Gas Emissions

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 Individual Emissions
o In the United States, approximately 6.6
tons (almost 15,000 pounds carbon
equivalent) of greenhouse gases are
emitted per person every year. And
emissions per person have increased about
3.4% between 1990 and 1997. Most of
these emissions, about 82%, are from
burning fossil fuels to generate electricity
and power our cars.

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 Effects

o Health
o Water resources
o Polar regions
o Mountains
o Forests Required Reading:
o Rangelands http://www.epa.gov/globalwarming/
o Deserts impacts/index.html
o Coastal Zones
o Agriculture
o International

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Greenhouse Gas Emisions

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 Solution

  Required Reading:
http://www.epa.gov/globalwarming/
actions/index.html
                                

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 Class Videos
o Race to Save the Planet
o The Greening of the world Continues

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 Required Additional Reading

o http://www.epa.gov/globalwarming/climate
/index.html
o http://www.epa.gov/globalwarming/actions
/individual/difference/index.html
o http://www.giss.nasa.gov/edu/gwdebate/

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