Geology 190: Energy and the Environment Winter 2007

TTh 10:10–11:55 AM , Mudd 66 Carleton College

Cameron Davidson Mudd 160 x 7144 cdavidso@carleton.edu Evaluation: Briefs 40% Panel Presentations 20% Panels and Participation 20% Exercises 20%

For the past ~150 years, we have been conducting a grand experiment unmatched in Earth history since about 2 billion years ago*. That is, we are in the process of changing the composition of our atmosphere by digging-up or pumping carbon out of the ground and placing it in the atmosphere in the form of CO₂. Of course this experiment has some practical and real benefits to us. Namely, the process of converting oil, natural gas, and coal to CO₂ yields a tremendous amount of cheap energy that we use to fuel our economy and is largely responsible for the relative prosperity that some of us enjoy today. The downside is that we don’t know how the experiment ends.

This course is organized around three related case studies that focus on energy and the environment. The first case will focus on global warming and our current understanding of climate change. The second case will take a look at the carbon economy and what we know about the end of cheap oil. Finally, the third case will focus on the challenges associated with transitioning to a post-carbon or “carbon-lite” economy. For each case, I will present some background information focusing on the science. Working in groups of three, your contribution will include the political, ethical, legal, environmental, and economic aspects of the case. As part of your research, you must write a policy brief (described below) on one aspect of the case (e.g. economic impact). The success of this course depends on you; I think we will learn a great deal if we work together to have open and informed discussions.

* By ~2 billion years ago, waste O₂ from photosynthesizing cyanobacteria transformed the Earth’s atmosphere from a mostly Nitrogen atmosphere to the one we have today containing ~ 21% oxygen. That is, cyanobacteria were the first life forms to pollute the planet on a truly global scale.

Banded iron formation (BIF) from the Soudan mine in Northern Minnesota near Tower. Most BIF’s like these formed between 2.8 and 2.0 billion years ago as soluble ferrous iron (Fe^2+) dissolved in the oceans reacted with oxygen to form insoluble ferric iron (Fe^3+) precipitating onto the ocean floor as the mineral hematite (Fe2O3). BIF’s are one of the lines of evidence for the oxygenation of the Earth’s atmosphere by 2.0 billion years ago.

Week	Topic
1. Jan. 1	T: No Class Th: Case 1. Climate Change. Reading List
2. Jan. 8	T: Climate Change Th: Exercise #1 Due; Group Work
3. Jan. 15	T: Panel Presentations and Discussion Th: Panel Presentations and Discussion
4. Jan. 22	T: Panel Presentations and Discussion Th: Case 2. The Carbon Economy. Reading List
5. Jan. 29	T: The Carbon Economy. Th: Exercise #2 Due; Group Work
6. Feb. 5	T: Panel Presentations and Discussion Th: Panel Presentations and Discussion
7. Feb. 12	T: Panel Presentations and Discussion Th: Case 3. Future Energy Solutions? Reading List
8. Feb. 19	T: Future Energy Solutions? Th: Exercise #3 Due; Group Work
9. Feb. 26	T: Panel Presentations and Discussion Th: Panel Presentations and Discussion
10. Mar. 5	T: Panel Presentations and Discussion Th: Wrap it all up.

Group work

A significant amount of your time commitment to this course will be in the form of group work. For each topic, I have allotted at least one class period for working together as a group. However, plan to give at least 6-10 hours/case to get together as a group outside of class to discuss how you are going to research and present your topic. It is essential that you learn how to divide up the labor so that you find enough information on your topic in the allotted time to write an informed brief. Based on the information you found, you should decide, as a group (hopefully by consensus), what your policy will be, and present this policy to the class in a oral presentation. This decision should be based on the facts that you uncover, and not rely on ideology. If consensus cannot be reached, the dissenting position(s) should also be given during your presentation.

Briefs

The briefs are to be written on an individual basis. I want to see how each person in the group interprets the group's policy decision. Briefs should be about one page of text, and I will not look at anything more than two pages. Please use 12 point Times and 1 inch margins. All information and ideas in your brief must be cited, and references should be attached to your brief. Any supporting figures, tables, and documents are strongly encouraged, and should also be attached. Please organize your brief in such a way that the information it contains is easily accessible (e.g. use bullets and/or boxes to highlight important ideas and concepts, and refer to clearly marked and explained figures/graphs). Assume your reader is a busy senator that has no patience for trying to figure out what is important. YOU need to tell her/him!

Grading Rubric for Briefs Points

1. Title, name and address, appropriate headings and subheadings, proper format 10

2. Body of brief

a. Writing style 10

b. Spelling 5

c. Content 30

d. Figures and tables 10

3. References (format and completeness) 5

Total: 70

Presentations

Presentations will be similar to the format of a legislative hearing. I will assign a panel from members of class. Presentations should be about 20 minutes, followed by questions from the panel, and then the audience. Remember, a good presentation takes Practice, Practice, Practice!

Grading Rubric for Presentations Points

1. Title slide and outline 5
2. Clear statement of problem/question 10
3. Use of figures 10
4. Speaking style 5
5. Content 30
6. Clear statement of policy recommendation/conclusion 10

Total: 70