1. Lesson 12: Dealing with future energy demand

2.  MUST discuss the effectiveness of ways of reducing energy demand understand that some decisions have ethical implications  SHOULD know that there are different ways to assess the ethics of a decision  COULD understand that we will continue to need a mix of energy sources

5. 1)Will reduce emissions across the world and so reduce the increase in global warming. 2)Businesses can produce items that work more efficiently, use less energy during development/production, use ‘greener’ methods of transportation, recycle waste, etc.

6. 3)Developing countries have the potential to emit high levels of carbon dioxide even if they are not currently doing so; industrialised nations have produced huge emission levels in the past even if they are now cutting emissions; this is a global problem that affects everyone. 4)These three countries emit the most carbon dioxide, but the ‘per person’ emissions (and so average standard of living) vary greatly. Also, many countries benefit from imported goods made in China and India, so they would be being made unfairly responsible for emissions related to this production and transport.

7. 5)Benefits include less reliance on supplies from one part of the world, or sources that may run out; introducing methods causing less environmental damage at an affordable price; keeping supplies reliable, etc. 6)New power stations can take years to come into production once commissioned, but then have a life span of decades. Global warming is likely to have serious consequences in the future, unless we reduce it significantly now.

8. Activity 1 (Low demand) 1)If everyone at home makes even small changes like turning off unnecessary lights and unused equipment, these differences add up across the country. 2)If all shops make changes such as using energy- efficient lights, turning off lights at night and keeping shop doors closed, the energy saved and so the reduction in emissions would add up. 3)If factories find more efficient ways of using energy, e.g. using energy-efficient machinery, they can save large amounts of energy that makes a really big difference. 4)If cars (even fast ones) are designed with very efficient engines, then they use less fuel and produce less emissions.

9. Activity 2 (Standard demand)  There are no right or wrong answers – responses should stimulate debate, and students should be able to explain why they chose each response. These are some ideas students may consider: 1)Is this a global or a local problem? 2)How fair is a fixed reduction on developed vs developing countries, or countries with changing populations? 3)Should countries reduce emissions per person, or overall? 4)Is it acceptable for one country to retain conveniences, even if other countries cannot achieve these? Should countries that caused the problems in the past pay for choices of preceding generations? 5)Should people in less developed countries catch up with developed countries on living standards using cheaper older technologies, or should developed countries subsidise more efficient machinery in developing countries?

10. Activity 3 (High demand)  Responses should consider some of these factors:  if energy sources contribute to greenhouse gas emissions;  how reliable their mix of sources would be;  if the UK has easy access to these energy sources, their affordability and reliability of future supplies;  how suited their choices are for the UK’s landscape, climate and natural resources. Any mix should add up to 100%.