Published September 22, 2016
Maps , Petroleum , Transportation
I live in the Triangle and have seen firsthand the effects of the partial shutdown of the Columbia pipeline as I have driven by many gas stations this week where no fuel was available. An event such as this can be used to remind students where our gasoline comes from and to prompt them to consider the consequences of having to transport fuels over long distances.
The U.S. Energy Information Administration (EIA) featured the pipeline disruption and provided the map below in its September 21st, Today in Energy feature article (which you can sign up to receive each weekday via email). According to this article “the U.S. Southeast is supplied primarily by pipeline flows from refineries along the U.S. Gulf Coast and supplemented by marine shipments from the U.S. Gulf Coast and imports.” Seeing this map helped me to understand why this pipeline disruption impacted central North Carolina to a great extent.
There is an online mapping tool available that enable users to create their own maps as they evaluate different energy sources. I used the EIAs U.S. Energy Mapping System to quickly create a similar map that shows petroleum refineries (boxes); petroleum pipelines (dashed lines); and petroleum ports (ships):
Then I added additional map layers to also show oil wells (light brown dots) and oil/gas platforms (dark brown dots) in federal waters so students can also see the distribution of wells and platforms in relation to petroleum refineries.
I would love to hear from teachers who have incorporated this current event into their instruction.
Earlier this month I conducted a teacher workshop devoted to the topic of electricity for science teachers from North Carolina’s coastal region. During the workshop I asked the teachers to tell me about the kinds of local energy issues they are confronting with their students and what questions arise in the classroom as a result. One teacher remarked that in light of the Desert Wind Power Project being constructed in the northeastern part of the state, he asks his students to consider the infrastructure needed to build a wind farm. His comment was timely, given that roads are currently being built to enable construction of the wind farm. When we evaluate the different energy sources that can be used to generate electricity we want our students to consider the accompanying infrastructure and land use change that results from the acquisition, management and use of those energy sources.
NASA’s recent Image of the Day titled Shale Revolution featured the infrastructure and land use change brought about by oil and gas acquisition in the Eagle Ford Shale Play in Texas. The speckles of light in the nighttime satellite image below are “the electric glow of drilling equipment, worker camps, and other gas and oil infrastructure combine with flickering gas flares.” Comparing daylight satellite imagery from the years 2000 and 2015 revealed a “bustling network of roads and rectangular drill pads had completely transformed the landscape.” Furthermore, this visual transformation invites the viewer to also consider the societal impacts of such development as well; Cotulla, Texas saw its population more than double in a very short time period! Thus, these images could be used to prompt a class discussion about the implications of oil and gas development, including the accompanying infrastructure and land use changes, on the local community.
It will be interesting to compare satellite images of the land that will house the Desert Wind Power Project before and after the project is complete and to use these images to prompt student thinking about the environmental, economic and societal impacts of a land-based wind farm in rural North Carolina.
Published October 9, 2015
Biomass , Coal , Data Visualizations , Electricity , Energy - General , Energy and the Environment , Geothermal , Hydropower , Infographics , Interactive , Natural Gas , Nuclear Energy , Petroleum , Renewable Energy , Solar Energy , Transportation , Wind Energy
The World’s Energy System in 2012
The International Energy Association’s publication Energy Technology Perspectives 2015, is accompanied by a set of interactive visualizations that utilizes the data and figures behind its publication on energy technologies. I am an advocate for having students visualize the entire energy system – the diversity of energy sources used to provide electricity to homes and industry and to power our various modes of transportation. I also find it useful to examine how the system is changing over time as our demand for energy grows in light of the need to limit society’s carbon dioxide emissions. These interactive infographics from the IEA illustrate how the world’s energy system will evolve through 2050. There are three parts to this online tool: an energy flow visualization, an emissions reduction visualization and a transportation visualization. Here I am featuring the energy flow visualization where the user can hover over a specific energy source, transformation or end user to study a particular energy flow. The diagram below shows the global energy flow for coal in 2012 and for 2050 (projected); one can easily compare the two graphics to see that coal use will decrease while global energy demand will increase. Have you considered asking your students to evaluate and explain energy flow diagrams?
Global energy flow for coal in 2012 and for 2050 (projected).
The emissions reduction visualization tool allows the user to assess how individual countries or regions can reduce carbon dioxide emissions via deployment of technologies and energy efficiency measures under three different warming scenarios (2°C, 4°C and 6°C). The transport visualization tool enables the user to select an “indicator” such as annual road energy consumption for a specific country, region or the world to visualize the extent to which the selected indicator needs to change to limit Earth’s average global temperature to either 2°C, 4°C or 6°C. According to the IEA website. “the 2°C Scenario is the main focus of ETP 2015. It lays out the pathway to deploy an energy system and emissions trajectory consistent with what recent climate science research indicates would give at least a 50% chance of limiting average global temperature increase to 2°C.” You can read the Executive Summary of the ETP 2015 here.
And if you want to read more about energy flow diagrams, check out this post.
Earlier this week, the U.S. Energy Information Administration (EIA) released the Beta version of its redesigned International Energy Portal, an interactive online tool that enables users to visualize global and country-specific energy data and trends through heat maps, bubble maps, column charts, and time series plots, some of which can be animated. These data depict international energy use for petroleum, coal, natural gas and electricity for over 200 countries for over 30 years, starting in 1980.
The screen shot above depicts primary coal production for the year 2012 and the data visualization tool enables you to examine coal production all the way back to 1980 – users can also download the data for further analysis and comparison. Image source: http://www.eia.gov/beta/international/
You can learn more about the new features of this tool here. Features that will likely be of interest to teachers include the ability to:
- “view and download complete data sets for consumption, production, trade, reserves, and carbon dioxide emissions for different fuels and energy sources.”
- “compare compare data across different energy sources by converting to British thermal units, terajoules, and tons of oil equivalent.”
- “choose specific countries, regions, and data series for review and comparison.”
- examine “how energy production, consumption, reserves, imports, and exports have changed over time.”
If you enjoy using graphics in your instruction and like keeping up with energy news and trends, you may want to consider subscribing to EIA’s Today in Energy newsletter which brings a short article with accompanying graphics to your inbox each weekday. It is a quick and easy way to stay up to date on “energy facts, issues, and trends.”