3. 3
CO2 Australia
Calculation method
In order to derive the emissions for NTU for
purchased electricity, purchased gas, student
commuting and faculty commuting, we used
The Resurgence Carbon Dioxide Calculator
for an average household in Singapore of 4
people.
After that, we adjusted for the NTU population
of 39598, which includes 32,986 students and
6,612 faculty and staff.
4. 4
CO2 Australia
Carbon Footprint (Household)
Summary of Estimated Average
Personal Carbon Emissions (per
household)
CO2
(kg)
Home
Transport
Food
Leisure
Industry
Share
Grand
Total
26.9
36.5
19.5
0
4000
10251
kg
10.3
tonnes
17.1
CO2
(kg)
%
Electricity
8010
19.5
Gas
3016
7.4
Oil
0
0
Coal
0
0
Wood
0
0
Home
Total
11026
Personal
Share
2757
%
2757
3744
2000
0
Home
5. 5
CO2 Australia
NTU’s Carbon Footprint
Scope
Carbon source
Emissions (kg CO2)
Scope 1
NTU-generated electricity Negligible
NTU transport fleet
79,294,995
29,856,892
Air conditioning
Scope 3
Purchased electricity
Purchased gas
Scope 2
1,306,310
153,300
Student commuting
15,091,095
Faculty commuting
6,188,832
Financed travel
7,525,240
Waste
16,829
Paper consumption
7,705,000
6. 6
CO2 Australia
NTU Transport Fleet
Shuttle
Bus (Campus Loop)Carbon Footprint
Total Trips Made by Red/Blue Campus Loops (per bus)
0800-1030
hours
2.5
trips per hour
12
total trips/day
30
Days Operational
160
total trips /year
4,800
1030-1200
1.5
6
9
160
1,440
1200-1300
1
12
12
160
1,920
1300-2300
800-2300
10
15
10
3
100
45
160
92
16,000
4,140
28,300
Total Distance per trip estimated at 5.4km for both red and blue line
Total Distance covered by Campus Red & Blue Loops per year
= 2 X 28,300 X 5.4km = 305, 640km
7. 7
CO2 Australia
NTU Transport Fleet
Shuttle
Bus (Campus Loop)Carbon Footprint
Red & Blue Loop Shuttle Bus Carbon Footprint of
NTU based on an average fuel Consumption of
0.46litre/km using calculator
= 1,306,310 kg
8. 8
CO2 Australia
Purchased electricity
For
purchased electricity, an average
household of 4 is estimated to use 500kWh
a month, with a monthly bill of
approximately $135. The carbon emissions
for this is 8010kg.
(8010/4)x
year
39,598=79,294,995 kg CO2 per
9. 9
CO2 Australia
Purchased gas
An
average household of 4 is estimated
to use 250kWh of gas per month at a rate
of $0.22 per kWh. From the calculator,
there is 3016 kg CO2 emissions from the
household.
(3016/4)x39598=29,856,892 kg CO2 per
year
10. 10
CO2 Australia
Air conditioning
For air conditioning, we calculated the
energy consumption using a calculator on
the National Environmental Agency (NEA)
website. We used a multi-inverter Daikin
model with 4 green ticks and estimated that
NTU would use it for 12 hours a day. The
resulting annual carbon emissions for part
load is estimated to be at 3066kWh per year.
Using 0.2 Current CO2 kg per kWh, we get 613
kg CO2 per year per air conditioner. We
estimated that there are 250 air conditioners
in NTU, hence annual carbon emission=
250x613=153,300 kg CO2 per year.
11. 11
CO2 Australia
Student Commuting
For
a student taking the bus to school, the
estimated distance for a trip to school is
around 30km. We used the frequency of 5
times a week, and calculated 1830 kg
CO2 emissions per year.
(1830/4)x32,986=15,091,095
year
kg CO2 per
12. 12
CO2 Australia
Faculty commuting
For
a faculty or staff member commuting
to school via car, we used the same
estimated distance of 30km of a single trip
from home to school. With the same
frequency of 5 times a week, there would
be 3744kg CO2 emissions per year.
(3,744kg/4)x6,612=6,188,832
year
kg CO2 per
13. 13
CO2 Australia
Financed Travel
Overseas
Country
Canada
USA
China
Hong Kong
India
Israel
Japan
South Korea
Taiwan
Turkey
Italy
Austria
Denmark
Finland
France
Germany
Ireland
Netherlands
Norway
Poland
Spain
Sweden
Switzerland
UK
Autralia
New Zealand
Exchange Air Travel Carbon Footprint
Intake
tonnes of CO2 emissions
28
198.26
92
666.4
27
57.24
45
60.46
4
7.86
4
15.04
16
40.04
70
152.94
22
37.12
10
40.94
4
23.74
2
9.16
30
141.2
36
157.66
35
177.24
81
393.22
5
26.46
56
278
9
42.66
1
4.44
8
43
134
611.06
25
121.88
74
380.26
15
44.58
8
31.76
total for 1 sem
3762.62
total for 1 year
7525.24
7525240 kg
Carbon consumption derived
based on the no. of students
traveling to each country
(overseas intake obtained
from OGEM data) on 2-way
trip
Total Carbon Footprint
deriving from student air
travel = 7,525,240 kg
14. 14
CO2 Australia
Waste
Data
from the Ministry of Environment and
Water Resources shows that total
domestic waste disposed of per capita
per annum is 0.85kg. 0.85x39,598=33658kg.
Using
ABC TV’s carbon emission calculator
which includes a household waste
element, this translates to 16,829kg of CO2
emissions per year.
15. 15
CO2 Australia
Paper consumption
We estimated the annual usage of paper per
person in Singapore to be 144kg.
144x39,598=5,702,112 kg of paper per year.
5,702,112/2.4=2,375,880 reams of paper per
year.
From the Climate Friendly carbon footprint
calculator, the estimated CO2 emissions per
year is 7,705,000kg.
16. 16
CO2 Australia
Carbon Footprint
Scope
Carbon
source
Method for collecting/calculating
activity data
Scope 1
NTUgenerated
electricity
C2
The amount of electricity
generated on campus is
Carbon consumption derived
considered. Insufficient information
to makebased on the no. of students
any reliable disclosure.
NTU
transport
fleet
C2
Identifying the total distance
(overseas intake obtained
travelled by shuttle buses within
the fleetfrom OGEM data) on 2-way
(Campus Rider, Campus
trip
Loop – Red, Campus Loop – Blue
and applying an average
estimated carbon massFootprint
2 Total Carbon
consumption (emission)student air
deriving from per unit
distancetravel = 7,525,240 kg
as a rate to this distance.
A total of 28,300 trips for an
estimated loop distance of 5.4km
was made by each Campus Loop
service.
traveling to each country
Uncertainty
17. 17
CO2 Australia
Carbon Footprint
Scope
Carbon source
Method for
collecting/calculating activity
data
Uncertainty
Scope 2
Purchased
electricity
For purchased electricity, an
average household of 4 is
estimated to use 500kWh a
month, with a monthly bill of
approximately $135. The
carbon emissions for this is
8010kg.
C1
Purchased gas
An average household of 4 is
estimated to use 250kWh of
gas per month at a rate of
$0.22 per kWh. From the
calculator, there is 3016 kg
CO2 emissions from the
household.
C2
18. 18
CO2 Australia
Carbon Footprint
Scope
Carbon source
Method for
collecting/calculating activity
data
Scope 2
Air -conditioning Air-conditioning energy
consumption estimated using
a calculator on the National
Environmental Agency (NEA)
website Based on a multiinverter Daikin model with 4
green ticks and estimated
daily usage for 12 hours. a
day. A 0.2 Current CO2 kg
consumption per kWh, was
applied over an estimated 250
air conditioners.
Uncertainty
C3
19. 19
Scope
Carbon
source
CO2 Australia
Method for collecting/calculating
activity data
Uncertainty
The estimated distance for a trip to
school is around 30km by bus. We
used the frequency of 5 times a
week.
C3
Faculty
commuting
For a faculty or staff member
commuting to school via car, we
used the same estimated distance of
30km of a single trip from home to
school, with the same frequency of 5
times a week.
C3
Financed
travel
Carbon consumption derived based C2
on the number of students traveling
to each country on a 2-way trip.
Data on travel intake obtained from
information published by NTU’s Office
of Global Education & Mobility.
Carbon Footprint
Scope 3 Student
commuting
2
20. 20
CO2 Australia
Carbon Footprint
Scope
Carbon
source
Method for collecting/calculating
activity data
Uncertainty
Scope 3
Waste
Data obtained from the Ministry of
Environment and Water Resources
that total domestic waste disposed
of per capita per annum is 0.85kg
was used in our calculations.
C2
Paper
consumption
We estimated the annual usage of
paper per person in Singapore to be
144kg.
C3
21. 21
CO2 Australia
Alternative 1 – E-learning
Transforming a significant proportion of our
course delivery from classroom to an online
format
22. 22
CO2 Australia
Alternative 1 – E-learning
E-learning courses consumed nearly
(per student)
90% less energy consumption
85% less CO2 emissions
Why?
1. Reduced transportation for students
and staff
2. Economies of scale reaped when using
the campus site
3. Only give consideration to additional
residential energy involved in taking a
module
23. 23
CO2 Australia
Alternative 1 – E-learning
Additional
advantages
Paper is saved when learning electronically
Research finds e-learning more effective
than classroom based learning
24. 24
CO2 Australia
Alternative 1 – E-learning
Considerations
Thinking about the curriculum lifecycle to
better structure e-learning sessions
Tools for e-learning
Perception and web tracking
25. 25
CO2 Australia
Alternative 1 – E-learning
Curriculum lifecycle
Approaches
Evaluation
Activities
Design
Integration
Resources
Quality
Assurance
Assessment
Taken from Gráinne Conole, University of Southampton
26. 26
CO2 Australia
Alternative 1 – E-learning
Tools for e-learning
Adaptive
- Virtual worlds
- adaptive
simulations
Communicative
- Blackboard learn
(view e-lectures,
discussion boards)
- Email
- Text messaging
Productive
- Spreadsheets,
databases to
manipulate data
Interactive
- NTU library
database, national
libraries
- Internet search
engines
27. 27
CO2 Australia
Alternative 1 – E-learning
Perception and Web Tracking
Computer Assisted Assessment (CAA) to track and
assess student activities
Lecturers can track to see if their students are on
track in the learning process
28. 28
Online
CO2 Australia
Tests & Assessment
Not very feasible for certain modules,
especially laboratory sessions (engineering),
presentations (especially business),
practical sessions (medicine)
E-learning would be detrimental to face-toface interaction – interpersonal and other
soft skills strongly valued in the working
world
29. 29
CO2 Australia
Stakeholder Analysis
Stakeholder
Perspective
Government
- Online learning can train up more educated and technologically
savvy workforce
- Online learning can improve productivity
Students
(customers)
- Learning less restrictive for students and accommodating of
different learning styles and learning pace, more control over
learning
- Reduced travelling time and costs
- Potential for miscommunication and misunderstandings in online
learning (lack of nonverbal messages in discussion forums)
- Lack of relationship with teachers and students
Teachers
(employees)
Employees would feel proud of the organization which is involved
in environmental conservation and this might result in lower
employee turnover rate.
Faster delivery of lessons since the capacity to deliver learning is
no longer restricted by the number of available classrooms or
teachers.
NTU
- Improve reputation of the school, attract more potential students
or teachers
- Reduced consumption of resources (eg paper)
30. 30
CO2 Australia
Alternative 2 – Buy credits
Buying an equivalent amount of carbon
offset credits from the provider featured in
the case
33. 33
CO2 Australia
Alternative 2 – Buy credits
Criticism of Carbon Credit
Scheme (1)
Carbon Credits Are Just
Permits to Pollute
Does not change high carbon
footprint conduct,
encourages complacency
No incentive to control or
curtail carbon footprint which
is increasing globally
34. 34
CO2 Australia
Alternative 2 – Buy credits
Criticism of Carbon Credit
Scheme (2)
Difficult to determine the amount
of CO2 each tree will actually
offset
Tree growth and survival
affected by various factors
including weather conditions,
natural disasters. Unexpected
reduction in lifespan or carbon
neutralization capacity would
reduce effectiveness of offsetting
entire carbon footprint.
35. 35
CO2 Australia
Alternative 2 – Buy credits
Criticism
of Carbon Credit Scheme (3)
Continued
tree-planting is unsustainable
Scarcity of arable undeveloped land to
plant new trees to keep up with
continuously increasing demand for credits.
36. 36
CO2 Australia
Alternative 2 – Buy credits
Criticism of Carbon Credit
Scheme (4)
Cutting down trees will rerelease the CO2 back into the
atmosphere if trees removed
after the 100 years
20% of greenhouse gas due to
deforestation and other forms
of land use change
Problems with meeting
carbon credit demand once
the plants are removed
37. 37
CO2 Australia
Alternative 2 – Buy credits
Evaluation of purchasing credits for NTU
In the short term, will solve the problem of carbon
emissions
In the long term
Not sustainable in the long run to reduce CO2 emissions –
increase demand for credits faster than supply (increase
price of credits substantially) – cost consideration for NTU
Does not encourage staff and students to reduce carbon
footprint
Not in line with NTU’s vision promoting environmental
responsibility through reducing carbon emissions
38. 38
CO2 Australia
Stakeholders Analysis
Stakeholders
Perspectives
The
University
(NTU)
- An increase in expense to buy the carbon
offset credits
- Issue of sustainability of credit purchase as a
long tem solution
Students
- Students do not need to adapt to new
learning style (eg e-learning)
- May have to bear added cost of carbon
credit fees but are unwilling to pay extra fees to
cover this expense.
CO2 Group
- Need to assess supply of carbon credits and
source for new land for the carbon
sequestration programme if necessary
39. 39
CO2 Australia
Other Carbon FootprintNeutralisation Schemes
Other
schemes to offset carbon footprint
Car-sharing programme for students who
live outside campus
Bike-sharing programme for students who
live on campus
Annual Hall competition
40. 40
CO2 Australia
Other Carbon FootprintNeutralisation Schemes
Car-sharing
programme for students who
live outside campus
Transportation energy use contributes
significantly to carbon footprint
School can coordinate car sharing system
within NTU
Partner
with car-sharing company
Sign up through online platform (Students
living near each other and with similar
timetable can use platform)
41. 41
CO2 Australia
Other Carbon FootprintNeutralisation Schemes
Bike-sharing
programme for students who
live on campus
Help reduce the frequency of shuttle buses
on campus
Students rely less on shuttle buses, can also
be considered a healthy workout for
students
42. 42
CO2 Australia
Other Carbon FootprintNeutralisation Schemes
Annual Hall competition
Friendly competition to encourage
students to reduce carbon
footprint, assessed by tracking utility
bill and wastage for each hall
Programme will increase awareness
and knowledge of carbon footprint
and eco-knowledge (energy
consumption and its associated
costs)
Addresses human behaviour –
incentive to reduce energy
consumption (reputation and
prestige of hall)
45. 45
CO2 Australia
Proposed Solution
Combination Approach
Primary Scheme: Adoption of E-Learning
Easy implementation that promotes environmental
responsibility and directly addresses the cause carbon
footprint
Not as costly as carbon credit offsets
Secondary Schemes: Adoption in tandem
May be implemented in conjunction to enhance the
overall effectiveness
48. 48
CO2 Australia
Executive Summary
The presentation focuses on the review and comparison of a few
alternatives in relation to their contribution to long-term carbon-neutral
targets of Nanyang Technological University’s (NTU) sustainability initiative.
After an introduction, the concept of a carbon footprint is first explained,
followed by a presentation of NTU’s total computed carbon footprint
derived using various estimates and methods. A study of the two main
alternatives , e-learning and the carbon offset credit scheme, will be
presented, weighing the benefits and detriments of option which would
be further discussed subsequently in an analysis of options’ impact on the
various stakeholders. The presentation will next suggest and elaborate on
3 other possible alternatives. The 3 key decision-making, evaluation criteria
will be identified and used to assess each alternative’s usefulness. A
proposed solution drawn from a mix of alternatives will be asserted and
justified. The presentation concludes with a brief overview of the points
and a forecast of NTU’s path towards reaching the zero carbon footprint
target with the proposed solution in place.
:Does not change high carbon footprint conduct. Encourages complacency not to reduce footprint: no incentive to control or curtail carbon footprint. If an effort is made, one person’s reduction in carbon dioxide emissions anywhere on the planet fully offsets another’s contribution to the total.
Carbon emission on are steadily increasing, demand for such offsets will increase steadily. Not sustainable if emission reach such an extent that there is a need for highly extensive planting.
Carbon emission on are steadily increasing, demand for such offsets will increase steadily. Not sustainable if emission reach such an extent that there is a need for highly extensive planting.
But its not enough to simply absorb CO2. In order to create verifiable carbon credits, the CO2 must be sequestered permanently.Cutting down trees inevitably alters carbon storage, and releases carbon dioxide into the air as the wood decays. Twenty percent of greenhouse gas emissions come from deforestation and other forms of land use change.