– Table of Contents – Unit 4 – Lesson 1 –
This lesson is designed to teach students the environmental impacts of various modes of transportation, as well as the impacts of various fuels used in vehicles or in power plants.
Students can work individually or in small groups to read the charts and answer the questions. Students may need assistance in reading the charts but should do as much as possible without teacher input.
The students will:
English, Language Arts, and Reading
Mathematics
Science
One or two 45-minute periods
Enlarge the handouts and copy them onto overhead transparencies.
> Questions Connected with Chart 1: Students are asked to read Chart 1, which shows the percentage of greenhouse gases produced by cars using various alternative fuels, and to draw conclusions as to what would be the least polluting choices. The zero line represents the greenhouse gas emissions of a gasoline-powered car that gets 30 miles to the gallon. Greenhouse gases include carbon dioxide (CO2), methane, and other gases. CO2 is a waste product of burning any fossil or carbon-based fuel. Methane may be released into the atmosphere when refueling a vehicle powered by methanol or natural gas. Greenhouse gases increase the ability of the Earth and its atmosphere to retain heat, much as window glass in a car does on a sunny day. Many scientists predict global warming and major climate changes for the Earth as a result of an increase in greenhouse gases.
> Questions Connected with Chart 2: Students are asked to draw conclusions from Chart 2, which shows the emissions from electric vehicles if the vehicle is recharged using electricity produced by power plants in California (the California mix) or if the vehicle is recharged using electricity produced by power plants in the Northeast (Northeast U.S. mix). It shows not only the greenhouse gas emissions but also oxides of sulfur and nitrogen, carbon monoxide, and volatile organic components. Radiation is not included on any of the charts as a pollutant. Nuclear power plants produce radiation.
> Questions Connected with Chart 3: Students are asked to draw conclusions and make decisions about modes of transportation. Chart 3 shows the pollution (in grams) produced by each of five modes of transport per passenger mile. Students may be unfamiliar with the term "vanpool." This refers to 6-12 passenger vans, usually provided by companies to transport employees to and from work. Public transit also reduces congestion and injuries caused by accidents. Each year 41,000 people die on the highway in accidents. It is estimated that $880 million of productive time and fuel cost is lost by people that are stuck in traffic jams. Public transit reduces the amount of pavement needed for roads, parking lots, garages, etc. Two percent of the United States is paved for the automobile. If 2 percent of the United States was covered with photovoltaics (solar cells), enough energy would be generated to meet all of our energy needs.
After students have completed the activities, you may wish to discuss with the entire class the answers they found for the questions. It would be interesting if you were willing to share with your students your own answers to question #15.
Classroom Materials 
Source: "Getting Around without Gasoline," Chapter 4, Northeast Sustainable Energy Association
