What Will It Really Take to Become Carbon-Neutral?

1. What Will It Really Take to Become Carbon-Neutral?

2. The Commitment Your CEO Signed • We, the undersigned, agree to… • “Create institutional structures” • “Select and implement tangible actions to reduce greenhouse gases” • “Complete a comprehensive greenhouse gas inventory” • “Develop a climate-neutral action plan” • “Make information publicly available”

3. “Create Institutional Structures” • Within two months of implementation start date • A committee, taskforce, or council appointed or charged to implement the terms of the ACUPCC • Staff, faculty, student, and administrator representatives

4. Seven Tangible Action Select 2 within two months and implement them within two years • Policy to build new construction at LEED Silver or equivalent • Purchasing policy mandating ENERGY STAR procurements • Policy to offset greenhouse gas emissions generated by air travel • Public transportation incentives for faculty, staff, students, visitors • 15% renewable energy • Policy to support climate and sustainability shareholder proposals among endowment investments • Participate in waste minimization component of the national RecycleMania competition, and adopt 3 associated measures

5. Greenhouse Gas Inventory • Within one year of implementation • Emissions from electricity, heating, commuting, and air travel • Update the inventory every other year • Six gases to track and report • Calculation requirements • Scope 1, 2, & 3 emissions

6. Gases to Track & Report Six greenhouse gases covered under the Kyoto Protocol: • Carbon dioxide (CO2) • Methane (CH4) • Nitrous oxide (N2O) • Hydrofluorocarbons (HFCs) • Perfluorocarbons (PFCs) • Sulphur hexafluoride (SF6)

7. Gaseous Composition of the Atmosphere 2005 Fraction by Volume HFC-134a PFC-116, SF6 Source:  Dr. Sherwood Rowland (Donald Bren Research Professor, University of California, Irvine). Used by permission.

8. Relative Global Warming Potentials Source: Intergovernmental Panel on Climate Change (IPCC) 1995 Second Assessment Report

9. Global CO2 Emissions Sources Other Agriculture Electricity & heat Other fuel combustion Manufacturing & construction Transportation Source: World Resources Institute

10. Global Methane Release Clathrate Termites Enteric Decomposition Fermentation 7% Oceans 15% 1% 2% Gas Production Wetlands 8% 22% Coal Mining 6% Freshwaters 1% Biomass Rice Paddies Landfills Burning 21% 7% 10% Methane Emissions Sources Source:  Dr. Sherwood Rowland (Donald Bren Research Professor, University of California, Irvine). Used by permission.

11. Scope 1, 2, & 3 Emissions • Scope 1 Direct GHG emissions from sources owned/controlled by the institution, including stationary combustion of fossil fuels, combustion of fossil fuels by institution’s vehicles, and miscellaneous "fugitive" emissions. • Scope 2 Indirect emissions from generation of electricity consumed. • Scope 3 Other indirect emissions -- stemming from activities of the institution, but from sources not controlled by the institution, such as emissions from commuting, air travel, waste disposal, production and transportation of purchased goods, outsourced activities, contractor-owned vehicles, and line losses from electricity transmission and distribution.

12. Climate-Neutral Plan • Completed within two years • Climate-neutral target date • Interim milestones • Actions to make climate-neutrality and sustainability part of the educational experience for all students • Actions to expand research and community outreach toward GHG reductions across and beyond the institution • Mechanisms for tracking progress on goals and actions

13. To Reduce Your Institution’s Carbon Footprint • Know your GHG footprint • Expand on-campus housing • Provide access to public and sustainable transportation • Design new buildings to LEED “gold” energy-efficiency standards and renovations to LEED “silver” • Reduce energy consumption through conservation actions, curtailments, and retrofits • Focus on laboratories • Purchase ENERGY STAR products • Invest in renewable energy and efficient energy production • Reduce waste and incinerate non-recyclable waste • Encourage climate-neutral behaviors • As a last resort, procure emissions credits

15. Laboratory Energy Why important: 2/3 of total energy use for typical research university • Air-changes • Fume hoods • Freezers • Auto sash closures interrelated measures all interrelated • “Smart” controls • Night setbacks • Exhaust stack airspeeds interrelated controls

16. “Smart Lab” Parameters

17. Aircuity™ System

18. CO2 Sensors Room Sensor Duct Sensor

19. 24 x 7 Loads • Laboratories • Exit-way lighting • Exit signs • Restroom exhaust fans • Refrigerators • Freezers • Icemakers • Water coolers

20. Laboratory Freezers

21. Combined Heat and Power Southern California Edison High Pressure Gas 66 kV Heat Recovery 13.5 MW Gas Turbine 12 kV Generator 5.6 MW Steam(recovered waste heat) University 52,000 lbs/hr (without duct fire) 120,000 lbs/hr (with duct fire) Substation 12 kV (Standby) Steam Turbine Generator Existing Boilers 90,000 lbs/hr Steam Turbine Chiller Campus Electric Load Electric Chillers 2000 tons/hr. 14,000 tons/hr. 22 MW Peak 14 MW Avg. Campus Cooling Load Heat Recovery Alternative Uses Campus Heat Load > 80,000 ton hours/day (average) 1. Campus heating load 60 MMBTU/hr .(average) 2. Steam turbine chiller to campus cooling load Thermal Storage Tank 3. Steam turbine chiller to thermal storage tank 4.5 million gallons of water 4. Steam turbine generator for campus electric load (53,000 ton hours) 5. Steam generator powers electric chillers (in addition to steam chiller) for (A) real-time cooling or (B) future cooling (via thermal storage) 6. Any combination of the above

22. Expand On-Campus Student Housing Vista Del Campo and Vista Del Campo Norte, UC Irvine

23. Sustainable Transportation: B-100 Bus Retrofit • Essentially carbon-neutral • Eliminates sulfur emissions (SO2) • Reduces particulate emissions 65% • Biodiesel produces more NOx emissions than petrodiesel. These emissions reduced through urea selective catalytic reduction (SCR) system, manufactured by Kleenair Systems™. • Net reduction in NOx 28% Debut of the first UC Irvine B-100 shuttle bus

24. UC Irvine’s Proposal to USGBC Focus limited resources on value-added sustainability measures Streamlined but rigorous and credible review process Establish foundation of baseline credits through pilot project submittal Streamlined project-level submittals for subsequent projects, building upon campus baseline Annual monitoring and reporting of baseline measures by LEED-certified campus staff

25. Baseline “Prototype” Credits • Recognize sustainable features of campus-based systems • Campus open space systems • Campus transportation systems • Urban design/density management • Campus energy infrastructure • Standard specifications that meet green standards

26. Photovoltaic Installation  Photo-simulation of panels installed on the roof of Natural Sciences 1

27. Rooftop Solar Potential at UC Irvine

28. California Wind Resources

29. Behavioral Factors & Patterns • Comfort expectations • Fume hood sash usage • “Sleep” features on computers enabled • Bottled water • Windows and window coverings • Driving across campus • Discarding anything due to fashion or trends • Wasting food • Discarding things that break

30. “The Big Picture” Current campus fixed-source CO2 emissions (plus) Buildout of campus (growth) (less) New construction energy-efficiencies (less) Energy retrofit and infrastructure projects (less) On-site renewable power (less) Procured green power (less) Behavioral changes that reduce CO2 (equals) Emissions credit procurements (or) off-campus UC renewable project(s)

31. What Can You Do? Think big! Encourage behavioral change Support more on-campus housing -- much more Support ambitious goals and plans for energy retrofit and sustainable energy projects Make an effort to understand technical as well as political issues Build student fee support for a “leverage fund” Go beyond business-as-usual; engage the tough questions

32. Engage the Tough Questions • Do our laboratories really need to be open 24X7 with full HVAC services? • Should we be combusting the organic materials we are now composting and sending to landfills? • Does nuclear power play a role in reducing carbon emissions? • Are the criteria for “low-impact hydro” too stringent? • Can the impact of windmills on migrating birds be sufficiently mitigated?

33. Engage the Tough Questions… • Will the campus community and our neighbors accept incineration (by whatever name)? • Should emissions credits be sold to those who have direct on-site alternatives? • Should the University assume responsibility for commuters’ emissions? If so, who should pay the tab (keeping in mind that lower-paid employees tend to commute the longest distances)?

34. Engage the Tough Questions… • Should the University ban the sale of bottled water on campus? • Should the University enact a policy to build no more parking? or… • Should any future parking construction include a subsidy for a related carbon-reducing project?

35. Engage the Tough Questions… • Should the University enact a policy to charge the full cost of parking, including opportunity cost/land value, capital cost, operating expense, and carbon emissions offset expense? • Should the University enact a policy requiring a full schedule of classes and labs to be taught 7days/week, thus reducing the need for new facilities and reversing the Thursday-to-Monday exodus on some campuses?

36. Engage the Tough Questions… • Should we charge a “methane tax” on beef products we sell on campus (to pay for the carbon emissions)? • Should the University invest in 3D HDTV and surround-sound broadcast capabilities to provide a realistic “virtual” experience for remote athletics spectators, and thus avoid future expansion of campus athletic spectator facilities? or… • Charge a carbon tax for sports (and other) events to which people drive?

37. Most Important Actions To Becoming Climate-Neutral • Reduce energy consumption: • Through conservation actions, curtailments, and retrofits • Focus on labs and 24x7 loads • Raise the bar (again) for energy-efficient design • Purchase ENERGY STAR products • Expand on-campus housing • Invest in renewable energy and efficient energy production • Students lead behavioral changes Offsets and emissions credits should be a last resort!