Carbon Literacy for Communities www.keepscotlandbeautiful.org/ccf - - PowerPoint PPT Presentation

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Carbon Literacy for Communities

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Questions or Thoughts from Day One

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Aims of today During the day we will:

• Understand the anthropogenic sources of GHGs and how our

everyday lives relate to them

• Explore Low Carbon Behaviours and the challenges/ opportunities

to adoption in your community

• Explore behaviour change models and think about how these

might translate into practical projects.

• Complete evidence forms for Carbon Literacy Project

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Climate Change – Whose Fault is It?

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What are THEY doing about it?

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Timeline

World Climate Conference 1979 IPCC established Rio Earth Summit / UNFCCC established Kyoto Protocol Copenhagen Durban IPCC 5th Report COP21 / The Paris Agreement 1988 1992 1997 2009 2011 2014 2015 2017 2018 Bonn/Fiji Katowice – ‘Paris Rulebook’ to be agreed

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Breaking News: Glasgow to host COP26 in 2020

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Aim of Paris Agreement

• To keep average global temperature rise well below 2°c, and to

pursue efforts to limit temperature increase to 1.5°c

• To increase ability to adapt to climate change impacts and foster

climate resilience and low emissions development

• To ensure financial flows reflect development towards lower

emissions and climate resilience

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Intended Nationally Determined Contributions

• Each country (or party) submits their

planned emissions reductions – a ‘Pledge’

• INDCs are to be submitted every 5 years

and each must be more ambitious than the last

• Parties are encouraged to reach peak

emissions asap

INDCs

climateactiontracker.org

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UK and Scottish Legislation UK Climate Change Act (2008) Target: Greenhouse gas emissions will be 80% lower in 2050 than 1990 levels Climate Change (Scotland) Act (2009) Target: Greenhouse gas emissions will be 80% lower in 2050 than 1990 levels Interim target: Greenhouse gas emissions will be 42% lower in 2020 than 1990 levels – Target reached

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1990

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2019

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Food

Forests

Peatland Carbon Capture

2045

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Progress in Scotland – Main sources of emissions 1990-2017

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Who else?

Munich – aims to be 1st city over 1 million people on 100% renewable electricity Shenzen – initiative to increase EV uptake in city, adding 35,000 new EVs in 2 years, including taxis and buses Barcelona – interconnected ICT system helps planners minimise resource use

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Fossil Fuel Divestment – several universities in Scotland; pension’s funds, etc. ‘It makes no sense to invest in fossil fuels that undermine our future’ 2050 Young Leaders Development Programme – professional development for young professionals, developing actions in their communities/workplaces One Planet Prosperity – supporting businesses to go ‘beyond regulation’

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Greenhouse Gases

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John Tyndall (1820 - 1893)

• Researched how much heat

various gasses in our atmosphere could absorb in 1859.

• He noted that water vapour was by far

the most powerful absorber of radiant heat. Other gasses were seen as having a much smaller effect.

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Pub Quiz

1. How many of last 13 years have been warmest on record? 2. What percentage of climate scientists agree that warming is due to human activity? 3. What is biggest victim of climate change? 4. How many people rely on ocean floor as source of protein? 5. How much has sea level risen by?

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CO2e

Source: www.pctech.ise.polyu.edu.hk

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Greenhouse Gases activity

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Greenhouse Gas Global Warming Potential (GWP) Over 100 year time period Source

Carbon dioxide (CO2) 1

Combustion of fossil fuels, deforestation

Methane (CH4) 28

Combustion of fossil fuels, ruminant animals, landfill

Nitrous oxide (N2O) 265

Combustion of fossil fuels, agriculture, biomass burning, sewage

Hydroflurocarbons (HFCs) 560-11,700

Manufacture, leakage and disposal of refrigerant and air-con equipment

Perflurocarbons (PFCs) 6,500-23,500

Manufacture of refrigerant equipment and production of aluminium

Sulphur hexafluoride (SF6) 23,500

Electrical substations, magnesium smelters and some consumer goods

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Atmospheric Lifetimes

Greenhouse Gas Atmospheric lifetime Carbon Dioxide 30 – 95 years Methane 12 years Nitrous Oxide 114 years Water Vapour 9 days

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Scotland’s Emissions - 2017

Greenhouse Gas MTonnes CO2e Carbon Dioxide 29.6 Methane 6.4 Nitrous Oxide 3.2 Fluorinated gases 1.3

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Tea and coffee break

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What’s It Got to Do With Me?

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What Can I Do?

http://www.gov.scot/Resource/0053/00532096.pdf

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Activity – How long is a piece of string?

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What Can I Do?

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Do it less

Emissions Factor

X

Activity

=

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Do it differently Emissions Factor

Activity

= X

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Activity – Cards against carbon

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Do it less - Travel

home

shops holidays school work weekends

• Car share
• Teleconferencing
• Flexible working
• ‘Staycations’
• Eliminate

unnecessary journeys

• Change where you

live, work, play

Fewer journeys or shorter journeys

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Do It Differently - Travel

Eco - Driving

Active travel 0

Domestic flight 0.255

Average petrol car 0.291 Average hybrid car 0.185 Average motorbike 0.186

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Do It Less - Energy

Energy Efficiency

• Insulation
• Heating controls (18 –

21°C) and timers

• Shorter showers
• Turn appliances off when

not in use

• Don’t overfill the kettle
• Energy monitoring

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Coal (domestic) = 0.34473 Electricity= 0.2556 Heating oil (kerosene) = 0.24675 Natural Gas= 0.18385

Air Source Heat Pump (COP 2.5) = 0.170 Biomass = 0.01563

Do It Differently – Energy (heating fuel)

Carbon Intensity of Heating Fuel kgCO2e per kWh

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Do It Differently – Electricity

• Home

Renewables - Solar Photovoltaics can produce significant amounts of home energy (especially if you use it right).

This Photo by Unknown Author is licensed under CC BY

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Do It Differently – What the energy does

• More efficient appliances - These give

you the same amount of the service they provide suing less energy, e.g. LED bulbs, and more efficient appliances such as boilers, fridges and washing machines.

• Look out for the energy efficiency of

appliances

This Photo by Unknown Author is licensed under CC BY-SA

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Do It Less - Food

Reduce food waste

Plan your meals Understand dates Store food correctly Portion control Use up leftovers

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Do It Differently – Food

Lower Carbon Higher Carbon

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Where's the Carbon in Food?

Disposal Storage and cooking Packaging, transport and retail Processing Agriculture

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Do It Less – Our Stuff

Buy less stuff/throw away less stuff!

• Do you need it?
• Can you repair or refurbish things you already have?
• When you buy, buy to last.

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Raw materials

Manufacturing Retail and Transport Use Disposal

Do It Differently – Our Stuff

Throw away differently Get stuff differently

Made from recycled materials Refurbished or remanufactured products Quality second-hand goods Alternatives to owning: Borrowing, loaning or buying services Recycle Donate for refurbishment Donate for Reuse Repair/ maintenance and lending

www.keepscotlandbeautiful.org The charity for Scotland’s environment

TITLE (Arial 24pt Bold) Low Carbon Behaviours

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Scottish Government Behaviours Framework

• What SG will do to support move to low carbon living
• Key behaviours seeking to influence
• Individuals account for 70% of Scotland’s consumption emissions.
• Four key themes
• Ten key behaviours

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Your Carbon Footprint

3.15 3.4 1.8 1.75

Home Energy Transport Food Consumption Other

10.1 tCO2e that you can influence = over ¾ of Scotland consumption emissions

* *Other share of public services

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Ten key behaviours

http://www.gov.scot/Resource/0041/00415744.pdf

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Segmentation Model

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Lunch

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Behaviour Change Models

Knowledge

Action

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Activity

Think about a time you changed (or tried to change!) your behaviour/made a significant change in your life. What factors helped or hindered this change?

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Nudge

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MINDSPACE

https://commons.wikimedia.org/wiki/File:R ussianRainbowGathering_4Aug2005.jpg

M I N D S P A C E essenger ncentive

• rms

efault alience (relevance) riming ffect (emotion)

• mmitment

go

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Shifting Normal - Four Questions

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Shifting Normal - Four Zones

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Start of industrial revolution

Shifting Normal

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Force Field Restraining Forces Driving Forces

Change you want to make

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Tea and coffee break

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Start of industrial revolution

• Keeping the heat in (insulation, draught

proofing, double glazing)

• Better heating management (turning

down heating & hot water thermostat, reducing hours that heating is on)

• Saving electricity (buying more energy

efficient appliances, light bulbs, etc. when they need to be replaced, washing clothes at lower temperatures)

• Installing more energy efficient

heating system or generating your

• wn clean heat (replacing inefficient boilers,

solar water heating, heat pump, biomass boiler)

• Reducing and Reusing (in addition to the

efforts we are already making on recycling)

• Avoiding Food Waste
• Eating a healthy diet high in

fruits and vegetable, in season where we live.

• Becoming less reliant on the

car (walking, cycling, using public

transport, car sharing)

• Driving more efficiently

(following fuel efficient driving principles, using low carbon vehicle [fuel efficient, hybrid, )

• Using alternatives to flying

where practical (e.g. train, tele-

conferencing)

Choose a Behaviour

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Carbon Literacy Evidence

• Individual and Group carbon reducing actions. These MUST

be different.

• Group action – work or community group.

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Carbon Literacy Evidence

If everyone does a little…… ….we’ll achieve only a little. We must do a lot.

David JC MacKay, former chief scientific adviser to the Department of Energy and Climate Change

• Address ‘big ticket’ items (e.g. flights, high carbon lifestyle choices)
• Address everyday behaviours that add up to a big impact (e.g. commuting, diet)
• Make changes that have a strong legacy (e.g. building upgrades or life choices (vs. lifestyle

choices))

• One individual action: something you can do to reduce carbon emissions. This could be at

work or in your personal life. Explain why the action is significant for you – what’s the change you’re making and how does that relate to carbon emissions.

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Carbon Literacy Evidence – Carbon Neutral (Net-zero emissions) examples

• Renewable energy
• Carbon offsetting – planting trees
• Carbon capture and storage
• Individual actions e.g. eating local, traveling sustainably, reducing

energy, buying second hand instead of new.

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Carbon Literacy Evidence

• ‘How much carbon will it save?’ NOT looking for a number.

Demonstrate understanding and provide context. E.g. Action How much carbon?

Go vegetarian twice a week I currently eat meat at one or two meals a day. Producing meat creates many times more greenhouse gases compared to vegetables so reducing my meat consumption will save quite a lot of carbon. Run ‘swishing’ parties with my friends. I go clothes shopping at least once a month with

• friends. Textiles have a very high carbon cost,

and by running swishing parties me and my friends will still have fun/get new clothes, but without buying new. I feel this will save a lot of carbon.

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Congratulations and Thank You!