Ab0401 sem 3 grp 4 - May Ee, Michelle, Yan Lin, Xiu Hui, Xin Hui, Ding Rong

AB0401 Sustainable Enterprise
E-Learning Week
(CO2 Australia)
Lee May Ee, Michelle Ng, Koh Xin
Hui, Kong Ding Rong, Ang Yan Ling, Lin
Xiuhui
AB0401 Sustainable Enterprises ELearning

1

Estimation of Carbon
Footprint


2

Estimation of Carbon Footprint
Campus carbon footprint


Source: Stefan Sprangers, “Calculating the
carbon footprint of universities”

3

The make-up of the
student and staff
population is similar
to that of Erasmus
University Rotterdam
(EUR), thus we would
be deriving scope 1
& 2 by subjecting
the figures to a
multiplier of 1.7
(NTU‟s
population/EUR
population = 1.68).
And the students
commuting
footprints would be
modified based on
local context.
Source: Stefan Sprangers, “Calculating the
carbon footprint of universities”

• The factor that contribute most to the carbon
footprint of NTU would be the students’ and staff
transportation.
• Employee count: 6612
Student count: 33241
Total: 39,853 people
¾ commuting 29,889.75 ~~~ 29,890people
Driving = 29890/3 = 9964 people
Public transport = 19,926 people

5

• With the prevalence of halls and residences in NTU,
for both staff and students, the following
assumptions could be made:
o ¼ population stays in schools (staff residences,
graduate residences, halls)
o These people would not contribute to the
carbon footprint of the school unless they are
leaving school residences for their own purpose


6

The rest of the population stays outside of college.
Assuming that the students and staff follows the travel
pattern of Singapore population, they would be
travelling by MRT, LRT and Bus as frequent as above.
Their average trip distance would also be as such.

Assuming that the population travels to school 4
times a week and the proportion of people
travelling by bus and train is equal, we will arrive at
the following results:

Total annual Co2 emission per student by
national rail: 288kg

Total annual bus emission per student: 200kg
 Total annual carbon emission for students who
take public transport (bus and train):
0.5(200+288) x 19,926 = 4,861,944 kg/year

Assuming that ⅓ of
the population
drives, due to the
prevalence of
carparks and the
full parking rates.

 Total annual
carbon emission
for students who
travel by car:
3939 x 9964 =
39,248,196
kg/year

NTU’s estimated carbon footprint
Scope

Emission Category

Total CO2
emission (kg)

Comments

Scope 1

On Campus Stationary
sources

23,203

X 1.7 of EUR

Direct transportation sources

2262

X 1.7 of EUR

Purchased Electricity

1,564,273

X 1.7 of EUR

Purchased Heat

-

Not applicable as
there is no need
for NTU to heat
up the school

Employee Commuting

44,110,140

4,861,944 +
39,248,196 =
44,110,140

Employee Travels
Water Usage
Paper Consumption
Waste

572,879
85,525
126,872
185,000

X 1.7 of EUR

Electricity T&D losses

140,785

X 1.7 of EUR

Total

46,810,939

Scope 2

Scope 3

Student Commuting

Scope 4

Option 1:
Transforming a significant
proportion of our course
delivery from classroom
to an online format


12

Benefits of an online class
• Reduce electricity consumption
 Lower electricity consumption since there will be
much lesser physical classes.
 Translate into lower carbon emission.

• Reduce air conditioning usage
 This will also save on electricity
 Air conditioning a typical home produces a
carbon footprint of about 6,600 pounds CO2.


13

• Save on transport (public and shuttle bus)
 Online classes reduces students‟ need to travel
to school
 Fuel consumption will be reduced, lowering
carbon emission.
Cars with an average fuel efficiency
produce nearly 20 pounds of CO2 for
every gallon of gasoline burned.
Worldwide, the fossil fuels used for
transportation contribute to over 13%
of greenhouse gas emissions

14

• Reduces land constraint
 With lesser physical class, the university does not
need to be so big.
 Demolishing part of the building can translate to
more land for the government to develop.
 Every piece of land is of great importance for a
land scarce country.


15

• Reduced wastage and electricity
consumption from dormitories
 Electronic-based classes reduces the need for
students to rest in hostels
 Decrease in electricity and aircon consumption
 Decrease in waste produced


16

Study by Open University:

“On average, the production and provision of

distance learning courses consumed nearly 90
percent less energy and produced 85 percent
fewer CO2 emissions per student than

conventional campus-based university courses.”


17

Cons of an online class
• Lesser interaction between students and
faculty staffs
 Fewer networking opportunities
 Potentially poorer teaching quality
Face to face explanation vs virtual
explanation


18

• Drop in public transport usage insignificant
 Public buses will still continue on as usual even if
there are fewer commuters on board.
 There will only be a decrease in frequency of NTU
shuttle buses

• More feasible for future universities
 Demolishing the irrelevant building may take up
too much cost  not feasible.
 Option more feasible for future universities.

19

• Transfer of the carbon footprint to students
house
 A decrease in the school carbon footprint due to
the reduce in aircon and electricity consumption
may be offset by students usage at home
 Chance that more electricity may be used as
individual students all switch on lights and aircon
as compared to a centralised system.


20

Online class: Stakeholders
• Students
 More convenience, reduce the time of
transportation
 Reduce transportation expenses
 May not be as effective  more easily distracted

• Professors
 More flexibility and control of own schedule
 More difficult to capture students attention.


21

• NTU (management)
 Lesser expenses incurred
 Might be concern about the quality of NTU students.
 Quality of education may be poorer with online learning  may affect
NTU prestige image in the long run.

• Government
 Able to have a greener Singapore  strengthen Singapore‟s position as a
„green‟ country.


22

Option 2:
Buying carbon credits
from the provider (CO2
Group Limited)


23

Carbon credits
Pros
Cons
Quickest solution in the short run Heavy reliance creates an artificial
sense of being ‘environmentally
friendly’ but in truth pollution has
not decreased
Provides an incentive to go green Who is to bear the additional costs
→ to avoid paying for more
→ would university students be
carbon credits
willing to pay for university’s
carbon credits?
Ready marketplace for carbon
Is it justifiable for a Singapore
credit trading → able to obtain
university to buy from an
carbon credits easily, but at the Australian provider at the price set
same time, sell away the excess
for Australians
Low fixed cost, but variable costs Risk of dealing with a company
in the long run can be substantial who has yet to establish itself in
Singapore

Carbon credits
Can act as a buffer while carbon Accurate estimates close to ‘true’
reducing projects are underway carbon emission required to avoid
overspending or underbuying
carbon credits.
Eucalyptus trees grow rapidly,
Space is required to plant these
takes relatively shorter time to
trees
help purify air
The trees need to be kept for 100
Singapore is a land scarce
years, long term benefit for NTU. country hard to find a big enough
(requirements for CO2 group
land to plant enough trees to
limited)
attain the carbon credit needed for
NTU
Eucalyptus trees are able to
Requires large number of trees,
absorb pollutants from
as every 250 trees offsets carbon
reclamation areas
emissions of a car being used for
10 years

Carbon credits
Simple solution → NTU is only
required to finance the initiative

NTU may not find any motivation
to decrease their carbon footprint
further as this can already solve
their problem → there is not a
need to rack their brains to find
more solutions to reduce their
carbon footprint further. → not
really good for the government

This is in line with the government
view of Singapore being a green
city

-

Option 3: Planting Eucalyptus Trees
Pros
1. Eucalyptus trees grow rapidly,
and takes relatively shorter time to
purify air . Moreover, the trees
need to be kept for 100 years ,
therefore it is a long term benefit
for NTU.
2. Eucalyptus trees are able to
absorb pollutants from
reclamation areas (BIG plus for
Singapore)

Cons
Space and Land constraint: Large
amount of space is required to
plant these trees
Moreover, Singapore is a land
scarce country and it will be
difficult to find a land to plant
enough trees in order to attain the
carbon credit needed for NTU.
Moreover, it might require a large
number of trees as every 250 trees
offsets carbon emissions of a car
being used for 10 years

Other Alternatives
• Recycling initiatives in NTU




Placing more recycling bins around NTU
Tap into their concern for the environment
and their natural enthusiasm for change
Schools should let students to be involved in
practical projects around the school

Other Alternatives
•

Seek professor‟s help



Collaborate with companies to research on ways for
promoting CO2 savings
$20 million IES fund set up by the government to help
finance the development of innovative
environmental technologies

• Generate our own electricity which helps to
reduce CO2 emission and save money
• Gain national recognition for school and
additional funding for sustainable energy
projects

Stakeholder analysis on alternatives
• Students
- Increased awareness of green initiatives in school
- Concerned students are now able to utilize these
initiatives platform to set up their own practical
projects

• Professors
- Have the power now to play a part in improving on
the school‟s green initiative measures

• NTU
- Strengthen its school image and branding regarding
its green initiatives movement

• Government
- Able to reach out to students regarding green
initiatives efforts
- Strengthen Singapore‟s image as a green society

• Industries
o Industrial processes emits Co2 emissions through fossil fuel
combustion

• General Public
o Gasoline & diesel burnt for transportation purposes
o Electricity consumption in residential estates
o Waste generated

Decision Criteria
Option 1
Long Term Sustainability
Financial Ability
Actual reduction in CO2
emissions
Easy Implementation

Option 2 Option 3 Other
Alternatives

Stakeholders on CO2 emissions
• NTU
•

Strengthen its school image and branding
regarding its green initiatives movement

• Government
•
•

Able to reach out to students regarding green
initiatives efforts
Strengthen Singapore‟s image as a green
society

Stakeholders on CO2 emissions
• Companies/ Institutions
o Electricity consumption
o Excessive usage of paper consumption


36

Conclusion
• Option 1 (online based learning) is our
choice for moving towards a carbon-neutral
environment
• More initiatives have to be taken for a more
efficient and effective step towards
becoming carbon neutral


37

Thank You


38

Executive Summary
We have chosen the option of changing our coursework to become
more online-based as our solution towards the move of reducing carbon
footprint. Studies have shown that staff and students‟ commute to the
school are the greatest source of carbon emissions. Changing the way
classes are carried out to an online based form will greatly reduce the
need for commuting, thus effectively lowering carbon emissions.
The potential problem of such a change in the coursework structure is
that the quality of learning and teaching may be compromised. It
prevents students from spontaneously querying about the subject, and
the effectiveness of teaching might thus be affected as a result.
Weighing all the alternatives, our team recognizes that one option alone
is insufficient to reduce carbon footprint effectively. A greener
community will only be achievable if lifestyle habits are significantly
changed with the thought of environmental sustainability in mind.

39

Ab0401 sem 3 grp 4 - May Ee, Michelle, Yan Lin, Xiu Hui, Xin Hui, Ding Rong

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Andere mochten auch

Andere mochten auch (20)

Ähnlich wie Ab0401 sem 3 grp 4 - May Ee, Michelle, Yan Lin, Xiu Hui, Xin Hui, Ding Rong

Ähnlich wie Ab0401 sem 3 grp 4 - May Ee, Michelle, Yan Lin, Xiu Hui, Xin Hui, Ding Rong (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Ab0401 sem 3 grp 4 - May Ee, Michelle, Yan Lin, Xiu Hui, Xin Hui, Ding Rong

Hinweis der Redaktion