Cost and Benefits of Renewable and Nonrenewable Resources

CIS Unit

Ecology: Cost and Benefits of Renewable and Nonrenewable Resources (APES, Biology, Earth Space, Ecology, Physical Science)

NGSS Performance Expectations

 HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

 HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

 HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.

 HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

 HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

 HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

NGSSS Benchmarks

 SC.912.L.17.11: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.

 SC.912.L.17.20: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.

o What is the relationship between resource use and sustainable development?

o What are examples of renewable and nonrenewable resources?

o What are the pros and cons of various renewable and nonrenewable resources including environmental impacts?

o What are the most significant threats to biodiversity?

English Language Arts Standards » Science & Technical Subjects » Grade 9-10

 CCSS.ELA-Literacy.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.  CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

 CCSS.ELA-Literacy.RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.

English Language Arts Standards » Writing » Grade 9-10

 CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

 CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

 CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CIS Lesson Renewable and Nonrenewable Resources (Ancillary materials and student exemplar developed by Karen Fullam and Troy Suarez.)

1. Hook Engage: 300 Years of FOSSIL FUELS in 300 Seconds http://www.youtube.com/watch?v=cJ-J91SwP8w

2. Question #1 How are natural resources related to energy production?

3. Distribute article.

4. Pre-teach vocabulary: a. Compromisi e. Radioactive i. Organic ng f. fissionable j. Felling b. Replenishing g. Implementat c. Inorganic ion d. Seams h. Redundant k. 5. Text-marking: l. A = Energy comes or came from an abiotic source m. B = Energy comes or came from an biotic source n. 6. Question #2 Explain why Earth’s resources are limited and will not last forever. o. 7. Note-taking: What are the advantages and disadvantages of renewable and nonrenewable resources? p. 8. What is the most critical factoring affecting the widespread adoption of renewable energy sources? q. r. Individual s. Group t. Recount Individual u. Supply v. w. x. y. Pollution/Green z. aa. ab. house Gas ac. Dependence on ad. ae. af. Foreign Countries ag. Efficiency ah. ai. aj. ak. 9. Task #3 al. The government of Gondwanaland, a large, wealthy island nation similar in size and climate to Australia, is having an energy crisis and is seeking the input of experts. They are quickly running out of nonrenewable resources and have not yet heavily invested in renewable energy sources. You have been commissioned to submit your position on the production of energy and resource consumption for Gondwanaland. Propose a plan for the sustainable use of energy that satisfies current and future energy needs while protecting the environment. Consult the exemplar for the proper way to use and cite sources. am. an. Unit 1 Ecology CIS: Sustainable Energy ao. Simply stated, energy is the capacity for doing work. It can have many forms: kinetic, potential, light, and nuclear among others. According to the law of conservation of energy, any form of energy can be converted into another form and the total energy will remain the same. When you charge your mobile phone, the electrical energy is converted into the chemical energy which gets stored in the battery. Energy can be classified into two main groups: Nonrenewable and Renewable. ap. aq. Over the last 200 years an ever-increasing proportion of our energy has come from nonrenewable sources such as oil and coal. While demand for energy rises, these resources are running out and scientists are exploring the potential of renewable sources of energy for the future. ar. as. All life on earth is sustained by energy from the sun. Plants, directly through photosynthesis, and animals, indirectly through heterotrophy, can store energy; some of this energy remains with them when they die. It is the remains of these ancient animals and plants that make up fossil fuels: fuels such as coal, gas and oil which are mined from the earth and burned to produce energy. at. au. Fossil fuels are non-renewable; that is, the rate at which they are consumed far outpaces the rate at which they are created. Moreover, burning fossil fuels generates greenhouse

gases (naturally occurring gases in the atmosphere such carbon dioxide CO2, methane CH4,

and nitrous oxide N2O) which may contribute to climate change. Therefore, the use of fossil fuels is unsustainable and we need to find renewable, sustainable ways of generating energy. Sustainable energy is defined as the production of energy that meets the needs of the present without compromising the ability of future generations to meet their needs. Renewable or infinite energy resources are sources of power that quickly replenish themselves and can be used again and again. The advantages and disadvantages of both renewable and nonrenewable energy resources are discussed below. av. aw. Non-renewable Energy Resources ax. There are reasons for both using nonrenewable energy sources, such as fossil fuels, and for making a timely change in energy infrastructure to phase out their use. The reliability of energy derived from nonrenewable resources has provided an abundance of electricity and transportation for modern industrial nations, but concerns over the safety and sustainability of these power systems have also arisen. ay. az. Table 1: Advantages and Disadvantages of Nonrenewable Sources of Energy ba. bb. bc. bd.

be. For  Re W me ad h bf. d y- e fro m n m ad b fos e ur siliz fu n ed el. e pla  It d nts is c and re o con lat al sist iv gi ing el v of y es car ch of bo ea f n p at wit to m h mi os vari ne p ous an h org d er ani to ic c co p and nv ol so er lu me t ta ino in nt rga to s, nic en in co er cl mp gy u ou . di nds Co n . al g  Mi su gr ned pp e fro lie e m s n sea wi h ms ll o of la us coa st e l, lo g fou ng as nd er es san th . dwi an Li che oil m d or it bet ga e we s. d en  W a lay ell n bt. bu. How long will fossil fuels last? bv. Estimates from international organizations suggest that if the world's demand for energy from fossil fuels continues at the present rate that oil and gas reserves may run out within some of our lifetimes. Coal is expected to last longer. bw. bx. Renewable Energy Sources by. Renewable energy sources quickly replenish themselves and can be used again and again. For this reason they are sometimes called infinite energy resources. bz. ca. Table 3: Advantages and Disadvantages of Renewable Sources of Energy cb. T cc. Where it is from cd. Advantages ce. Disadvantages y p e

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e n e r g y cf. S Energy from sunlight is captured  Potentially infinite energy supply.  High startup costs. o in solar panels and converted  Single dwellings can have own  Low efficiency. l into electricity. electricity supply.  Requires frequent sunshine. a  No greenhouse emissions.  Energy must be stored in batteries. r  Provides electricity to rural areas.  Can require large areas.  Reduces dependency on foreign countries. cg. W Wind turbines (modern  Can be found singularly, but  Manufacture and implementation of i windmills) turn wind energy into usually many together in wind wind farms can be costly. n electricity. farms.  Visual pollution - some local people d  Potentially infinite energy supply. object arguing that it spoils the  High efficiency. countryside.  No greenhouse emissions  Noisy.  Can exist as both land and ocean  Dangerous to birds farms  Requires steady wind ch. T The movement of tides drives  Ideal for countries with large  Construction of barrage is very costly. i turbines. coastlines.  Only a few estuaries are suitable. d A tidal barrage (a kind of dam) is  Potential to generate a lot of  Opposed by some environmental groups a built across estuaries, forcing energy. as having a negative impact on wildlife. l water through gaps.  Tidal barrage can double as a  May reduce tidal flow and impede flow  In future, underwater turbines bridge, and help prevent flooding. of sewage out to sea. may be possible out at sea and without dams. ci. W The movement of seawater in  Ideal for an island country.  Construction can be costly. a and out of a cavity on the shore  More likely to be small local  May be opposed by local or v compresses trapped air, driving a operations, rather than done on a environmental groups. e turbine. national scale. cj. G In volcanic regions it is possible  Potentially infinite energy supply.  Can be expensive to set up and only e to use the natural heat of the  Used successfully in some works in areas of volcanic activity. o earth. countries, such as New Zealand  Geothermal and volcanic activity might cb. T cc. Where it is from cd. Advantages ce. Disadvantages y p e

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t Cold water is pumped and Iceland. calm down, leaving power stations h underground and comes out as redundant. e steam.  Dangerous elements found underground r Steam can be used for heating or must be disposed of carefully. m to power turbines creating a electricity. l ck. H Energy harnessed from the  Creates water reserves as well as  Costly to build. y movement of water through energy supplies.  Can cause the flooding of surrounding d rivers, lakes and dams. communities. r  Dams have major ecological impacts on o local ecosystem. l o g i c a l

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H y d r o e l e c t r i c

P o w e r

( H E P ) cl. cm. Renewable or Nonrenewable cn. Some resources can be either renewable or non-renewable depending on how quickly the resources are replaced. For example, wood can be used for fuel and is renewable if trees are replanted. Biomass, which is material from living things, also can be renewable if they are replanted or regrown. co. cp. Table 4: Advantages and Disadvantages of Renewable Sources of Energy ccr. Where it is from cs. Advantages ct. Disadvantages q . T

c Biomass energy is generated from  It is a cheap and readily available  When burned, it gives off atmospheric u decaying plant or animal waste. source of energy. pollutants, including greenhouse gases. . It can also be an organic material  If the crops are replaced, biomass  If crops are not replanted, biomass is a B which is burned to provide energy. can be a long-term, sustainable non-renewable resource.  An example of biomass energy is energy source.  Moderate to high environmental algae that produce biodiesel.  Low in sulfur, reducing effect of acid impact.  After treatment with chemicals it can rain be used as a fuel in diesel engines.  Easy to convert to portable fuel such as alcohol or gas. c Obtained from felling trees, burned  A cheap and readily available source  When burned it gives off atmospheric v to generate heat and light. of energy. pollutants, including greenhouse gases. .  If the trees are replaced, wood  If trees are not replanted wood is a W burning can be a long-term, non-renewable resource. sustainable energy source.  Moderate to high environmental impact. cw.

cx. This article examined the advantages and disadvantage of renewable and nonrenewable energy, but every resource, from the abundance of wildlife in our ecosystems to the water we use, falls into these categories. For example, water is plentiful on the blue planet, but only about 1% is accessible fresh water. Although water is constantly being cleaned and recycled through the earth’s water cycle, we use it far faster than it can naturally be replenished. With the exponentially increasing human population, these issues will only become more pressing. The time is now to preserve our environment for ourselves and future generations.

cy.

cz. This article was synthesized from the following 3 sources by Troy Suarez: 1. "Conserve Energy Future." Conserve Energy Future. Web. 03 May 2013. da. (available: http://www.conserve-energy-future.com/ ) 2. "Energy." BBC News. BBC. Web. 03 May 2013. (available: http://www.bbc.co.uk/schools/gcsebitesize/geography/energy_resources/energy_rev1.shtml db. http://www.conserve-energy-future.com/ ) 3. Nasir, Sarfaraz. "Pros and Cons of Renewable and Nonrenewable Energy Sources." Web. 3 May 2013. dc. (available: http://www.iecycle.org/blog/index.php/2010/02/pros-and-cons-of-renewable-and- nonrenewable-energy-sources ) dd.

de. df. dg. dh. di. dj. dk. Directed Note-Taking dl. Renewable and Nonrenewable Resources dm.Directions: Record notes containing the most important information relevant to the guiding question. dn. do. dp. dq. dr. ds. dt. d d d Page dv. Notes x y. z . D . du. e Para P E o p f l e f l n i u d c t e i d i n e cy w o n n o c . n y S / F u G or p r ei p e g l e n y n C h o o u u nt s ri e es

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kj. Collaborative Work: After completing your chart, be prepared to compare your notes with others. kk. kl. Question Generator

km. Directions: Carefully review the text for words, phrases or statements that create questions in your mind. Discuss these questions in your group, and then document your group’s questions below. kn. ko. kp. kq. kr. ks. kt. k k k Page kv. Notes x y. z . D . ku. e Para P E o p f l e f l n i u d c t e i k i n e cy w o n n o c . n y S / F u G or p r ei p e g l e n y n C h o o u u nt s ri e es

G a s l lb. lc.ld.le.lf. a . l lh. li. lj. lk.ll. l ln. lo.lp.lq.lr. m . l lt. lu.lv. lw.lx. s . l lz. mambmcmd y . . . . . m mf. mgmhmimj. e . . . . m ml. m mnm mp k m.. o. . m mr. msmt.m mv q . u. . . m mx. mymzna.nb. w . . . n nd. ne.nf.ng.nh. c . n nj. nk.nl.n nn. i. m. n np. nq.nr.ns.nt. o . nu. nv. Collaborative Work: nw. After completing your chart, be prepared to compare your notes with others. nx. Directions: Write your answer to the question using information you learned in this unit. Respond to the following prompt using the claim, evidence, reasoning framework for constructing a scientific explanation. Support your claim with evidence and explain how the evidence supports your response. ny. nz. oa. Exemplar Essay Model

ob. Writing Task: The government of Gondwanaland, a large, wealthy island nation similar in size and climate to Australia, is having an energy crisis and is seeking the input of experts. They are quickly running out of nonrenewable resources and have not yet heavily invested in renewable energy sources. You have been commissioned to submit your position on the production of energy and resource consumption for Gondwanaland. Propose a plan for the sustainable use of energy that satisfies current and future energy needs while protecting the environment.

oc. One of the most important advances for the betterment of society over the last several hundred years has been the production and use of energy. Horse drawn carriages have given way to the automobile, while air-conditioning and in-house lighting has contributed to a more comfortable house. Because Gondwanaland has become so accustomed to these modern conveniences, the resources used to generate this energy—coal, crude oil, and natural gas—are quickly disappearing. In order to continue to meet their energy requirements in the future, they must begin to phase out the use of nonrenewable resources while adopting and investing in alternative energy sources.

od. Gondwanaland must decrease its use of fossil fuels not only because they are rapidly depleting, but also because they release atmospheric pollutants. The first step in the plan, therefore, must be for Gondwanaland to speedily phase out the use of these nonrenewable resources. According to chunk 11 in Table 2, oil and natural gas resources will be exhausted within the next 70 years. If these resources run out before Gondwanaland adopts new technologies, the country will face an unimaginable crisis. Not only will they have depleted their current supply of energy, but they will have nothing to fall back on. Furthermore, the production of energy through the use of fossil fuels releases pollutants some of which

create greenhouse gases such as CO2 and CH4 (Paragraph 4). According to paragraph 4, these greenhouse gases have also been linked to climate change. Over the past decade, a significant number of catastrophic climate-related events such hurricanes, tsunamis, and tornados have devastated countries around the globe. If Gondwanaland reduces the emission of greenhouse gases, scientists theorize that there may be a reduction in these events.

oe. Because Gondwanaland has not yet invested in renewable resources, they cannot immediately reduce dependence on fossil fuels; therefore, a bridge between use of fossil fuels and renewable energy will be necessary. Table 4 discusses the use of biomass and wood in a renewable fashion. It stresses that they are “cheap and readily available sources of energy.” For those biotic resources that are renewable, it is imperative that they be replenished at least as quickly as they are consumed. Although this can bridge energy needs, caution is necessary as the burning of wood can “give off atmospheric pollutants, including greenhouse gases” (Table 4). An additional bridge between current energy supply and future energy demands can be found in nuclear technology. Chunk 9 of Table 1 states that, “sufficient supplies of fissionable material exist to satisfy energy demands for a long time.” Moreover, this resource “doesn’t give off atmospheric pollutants” (Chunk 9, Table 1). Though nuclear energy may be costly initially and it is not sustainable forever, the technology will provide large amounts of energy to bridge between Gondwanaland’s current use of fossil fuels and a more sustainable future using renewable energy such as solar, wind, tidal and wave.

of. The final step in the process is for Gondwanaland to adopt and invest in alternative energy sources. Chunks 15 and 16 of Table 3 state that tidal and wave resources are ideal for countries with large coastlines. Gondwanaland is a large island country surrounded by coastlines, so it will be an ideal location for wave and tidal resources. Some critics of the plan might argue that construction of generators will be costly (Table 3), but investing in these sources of energy today will produce abundant sustainable energy in the future. Another widely available resource to Gondwanaland is the sun. Chunk 13 of Table 3 indicates that the sun supplies a potential “infinite energy supply”. Solar energy even “provides electrical energy to rural areas” (Table 3, Chunk 13). Because Gondwanaland has a large desert biome and frequent sunshine, the sun can serve as a massive and sustainable energy source. Currently solar energy is not highly efficient, but technology is always improving. A final solution to Gondwanaland energy crisis is the construction and use of wind farms. According to Table 3, wind energy is one of the most efficient renewable sources of energy and can be used on land or in the ocean. The benefits of being both a large and island nation provide Gondwanaland with excellent resources for harnessing wind energy now and into the future. og. In order for Gondwanaland to solve its energy crisis it must build a bridge from its current dependence on fossil fuels to more sustainable, renewable sources of energy. Adoption of this plan will prevent the catastrophic events which could accompany resource depletion. Looking to the welfare of its people today and tomorrow, a wealthy nation like Gondwanaland can afford to invest heavily in the these energy sources.

oh. oi. Common Core Writing Evaluation for Writing in Content Areas oj. Designed to support the PARCC Analytical Writing rubric ok. ol. For each question below, if the answer is yes, proceed to the next question. Stop when the answer is “no” to assign the score in each category. om.Completion of Assignment o  Did the student write a response to the prompt? p. on. If No, this paper is Unscorable oo. If Yes, proceed through the next 6 categories to assign a score 1. Science Content o  Does the writing identify a few of the necessary science elements relative to the essential s. question?  Does the response identify most of the necessary elements relative to the essential question? o  Does the response accurately identify the relationships between the elements relative to the t. N essential question?  Does the response evidence an understanding of the relationship of this system to other o systems? u. oq. YES to all = _____ or. Science Content Score: o v. N

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p c. _ 2. Reading: Comprehension of Key Ideas and Details p  Does the writing demonstrate some understanding of what the text says? f.  Does the response include some text support (quotes or paraphrases) that support a basic level of comprehension? p  Does the textual evidence support an accurate analysis of the text? g. N  Does the response show that the student fully comprehends the complex ideas expressed in the text(s)? p pd. YES to all = 4 h. pe. Reading: Comprehension of Key Ideas and Details Score: N

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p o. _ 3. Writing: Written Expression - Development of Ideas p  Does the writing include a claim/thesis or statement of findings with details that address the r. prompt in some way?  Does the response include evidence or reasoning that is appropriate to the task, purpose, and p audience? s. N  Is the evidence clear, and does it support the student’s claim/thesis or findings effectively?  Does the response provide clear and convincing development of an appropriate response to p the prompt? t. pp. YES to all = 4 pq. Writing: Written Expression - Development of Ideas Score: p u. N

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qi. CCSS: Content Area Literacy Support qj. Evaluating Writing v. 1.0 qk. 11/2012 ql. 4. Writing: Written Expression - Organization q  Is the reader able to follow the writer’s progression of ideas through the response in any p. way?  Does the response include an introduction, conclusion, and supporting ideas that are grouped q in some logical way? q. N  Is the response clearly organized with introduction, conclusion, and ideas presented in a logical progression? q  Does the response demonstrate a purposeful organization of elements and details within the r. elements of the paper (e.g. compare-contrast, chronological, order of importance) that make N it easy to follow the writer’s progression of ideas? qn. YES to all = 4 q s. qo. Writing: Written Expression - Organization Score: q t. N

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5. Writing: Written Expression – Clarity of Language r  Does the response include some content-related vocabulary and meet some of the norms e. (e.g. headings, lists, or internal citations) of the assigned task?  Does the response conform to the norms of the assigned task while including some precise rf language (descriptive words, sensory details, and transitional words) or content-specific . vocabulary? N  Does the response effectively respond to the prompt within appropriate norms and r conventions of the task using precise language (descriptive words, sensory details, and g. transitional words) and/or content-specific vocabulary?  Does the student use precise language (descriptive words, sensory details, and transitional words) consistently to support an effective style that attends to all the norms of the task? r rb. h. N rc. YES to all = 4 rd. Writing: Written Expression – Clarity of Language Score: ri .

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rs . _ 6. Writing: Written Expression - Knowledge of Language and Conventions r rt. Note: Questions in this category proceed until the answer is YES. w  Does the response demonstrate a clear command of the conventions of standard English with . few minor errors?  Is the response generally clear, demonstrating a command of the conventions of standard r English with some distracting errors? x.  Does the response include inconsistent command of the conventions of standard English with a few patterns of errors that may impede meaning? ry .  Does the writing demonstrate a limited command of the conventions of standard English Y with multiple errors that distract the reader and impede understanding? ru. NO to all = 0 r rv. Writing: Written Expression - Knowledge of Language and Conventions Score: z.

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si . _ sj. Final Writing Score* s sk. Total Score: n. sl. sm. Average Score for Sections 2 - 6: s o. _

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s q. _ sr. ss. *Note: Teachers may opt to use either method to calculate a writing score. A Total Score may be easiest to convert for grading purposes, while the Average Score provides a common score for conversations with grade level PLC’s or cross-content teams. Some teachers may wish to add a multiplier to the Reading Comprehension section to emphasize the importance of text-dependent writing outcomes. st. su. Content Area Writing Definitions

sv. CLAIM: an arguable, debatable statement

sw. a belief you have about a topic

sx. SpringBoard: a position statement (or thesis) that asserts an idea or makes an argument

sy. Thesis: an expression of a claim; this is how you will argue your claim

sz. CLAIM EVIDENCE:

• SpringBoard: information that supports or proves an idea or claim; forms of evidence include facts, statistics (numerical facts), expert opinions, examples and anecdotes.

ta. Use of facts, figures, details, questions or other sources of data and information that provide support towards claim

tb. CommonCore (Appendix A page 23):

tc. Language Arts: They [students] defend their interpretations or judgments with evidence from the text(s) they are writing about.

td. History/Social: students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation.

te. Science: students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims.

tf. COMMENTARY:

• explanation of why or how the evidence supports the claim; the underlying assumption that connects your evidence to the claim

tg. reasoning (or chain of reasoning) that connects the evidence to the claim

th. CLAIM CONNECTORS:

ti. transitions establishing logical connections between sentences, paragraphs, and sections of the writing

tj. CONCLUSION/

tk. CONCLUDING STATEMENT

• Literal: Restate the main point(s).

1.1.1.1 Answer the question: What did you say?

• Interpretive: Explain the significance of your main point(s)

tl. Answer the question: What does it mean? tm. Universal: Give your reader something to think about, a way to use your ideas in the “real world”. tn. Answer the question: Why does it matter?

to. Note-taking Guide Option #4a

CENTRAL CLAIM How am I responding to the prompt?

CLAIM EVIDENCE REASONING How am I supporting my central claim? How am I proving the claim? How does the evidence connect with the Note-taking Guide Option #4a

CENTRAL CLAIM How am I responding to the prompt? In order to continue to meet their energy requirements in the future, they must begin to quickly phase out the use of nonrenewable resources while quickly adopting and investing in alternative energy sources.

CLAIM EVIDENCE REASONING How am I supporting my central claim? How am I proving the claim? How does the evidence connect with the

Gondwanaland must decrease its use of Fossil fuels are quickly diminishing. If these resources run out before fossil fuels not only because they are According to chunk 11 in Table 2, oil and Gondwanaland adopts new technologies, rapidly depleting, but also because they natural gas resources will be exhausted the country will face an unimaginable release atmospheric pollutants. within the next 70 years. crisis. Not only will they have depleted their current supply of energy, but they will have nothing to fall back on. The production of energy through the Over the past decade, a significant use of fossil fuels releases pollutants number of catastrophic climate related some of which create greenhouse gases events such hurricanes, Tsunamis, and

such as CO2 and CH4 (Paragraph 4). tornados have devastated countries According to paragraph 4, these around the globe. If we reduce the greenhouse gases have also been linked emission of greenhouse gases, scientists to climate change. theorize that there may be a reduction in these events. Concluding Commentary (if needed):

Because Gondwanaland has not yet Table 4 discusses the use of biomass and For those biotic resources that are invested in renewable resources, they wood in a renewable fashion. It stresses renewable, it imperative that they be cannot immediately reduce dependence that they are “cheap and readily replenished at least as quickly as they are on fossil fuels; therefore, a bridge available sources of energy.” consumed. Although this can bridge between use of fossil fuels and energy needs, caution is necessary as the renewable energy will be necessary. burning of wood can “give off atmospheric pollutants, including greenhouse gases” (Table 4). Chunk 9 of Table 1 states that “Sufficient Though this may be costly initially, is not supplies of fissionable material exist to renewable nor sustainable forever, the satisfy energy demands for a long time.” technology will provide large amounts of Moreover, there is a low environmental energy to bridge between their current impact when running efficiently (Chunk use of fossil fuels and a more sustainable 9, Table 1). future using renewable energy such as solar, wind, tidal and wave. Concluding Commentary (if needed): The final step in the process is for Chunks 15 and 16 of Table 3 state that Gondwanaland is a large island country Gondwanaland to adopt and invest in tidal and wave sources are ideal for surrounded by coastlines with wave and alternative energy sources. countries with large coastlines. tidal resources. Construction of generators will be costly initially (Table 3), but investing in these sources of energy today will produce abundant sustainable energy in the future. Table 3, Chunk 13 indicates that there is Gondwanaland, having a large desert a potential “infinite energy supply”: the biome, has frequent sunshine. As a sun. Solar energy can even “provides result, the sun can serve as a massive electrical energy to rural areas” (Table 3, and sustainable energy source. Currently Chunk 13). solar energy is not all that efficient, but technology is always improving. According to Table 3, wind energy is one The benefits of being both a large and of the most efficient renewable sources island nation provide Gondwanaland of energy and can be used on land or in with excellent resources for harnessing the ocean. wind energy now and into the future. Concluding Commentary (if needed): The benefits of being both a large and island nation provide Gondwanaland with excellent resources for harnessing wind energy now and into the future.