GREEN OLYMPIAD Resource Booklet PDF

## GREEN OLYMPIAD Resource Booklet ### Empowering young minds since 25 Years - **TERI** is an independent, multidimensional organization, with capabilities in research, policy, consultancy, and implementation - The organization completed 50 years of inception in 2024 and aims to reach out to all stakeholders to create an everlasting impression in nurturing change through our actions. - **TERI** has a dedicated Environment Education and Awareness (EEA) group committed to engaging with schools and colleges through several projects and activities. - **GREEN Olympiad** is TERI's flagship initiative for schools in the last 25 years. - The programme aims to test the knowledge levels of school students about environmental and sustainable development issues. - **GREEN Olympiad** is open for students of Grades 4 to 12, from schools registered with a recognized board situated in or outside India is eligible to apply. - **GREEN Olympiad** is endorsed by **Ministry of Education** and **Ministry of Environment, Forest and Climate Change, Government of India**. - The programme is promoted by **Central Board of Secondary Education, Kendriya Vidyalaya Sangathan, Navodaya Vidyalaya Samiti** and several State Education Boards. ### This resource booklet has two sections: - **Section I** comprises of information on a range of topics in environment and sustainable development domains. The content is curated from TERI's ongoing programmes and successful case studies. - **Section II** offers you a range of questions collated from earlier editions of **GREEN Olympiad** examination. ### Conceptualisation and Coordination: - Ms Taru Mehta and Dr Livleen K Kahlon ### Contributors of Section I: - Dr Banwari Lal, Ms Harshita Kaur, Mr Justin Jacob, Dr Leena Johny, Dr Meeta Lavania, Dr Palash Kumar Manna, Mr Prosanto Pal, Dr Pushplatá Singh, Dr Sanjukta Subudhi, Ms Shivani Agarwal, Ms Shweta Gautam, Ms Sonal Singh, Ms Taru Mehta, Mr Uday Veer Singh and Dr Varada Madge ### Project Advisor: - Dr Dipankar Saharia ### Copyright - TERI 2024 ## Table of Contents ### Section I | No. | Title | Page | |---|---|---| | 1 | Understanding Education for Sustainable Development (ESD) | 2 | | 2 | India's Journey towards a Greener Future | 5 | | 3 | Climate Change and Disaster Management | 7 | | 4 | Climate Change and Health: Understanding the Connection | 9 | | 5 | Air Pollution | 11 | | 6 | Biofuels as a Greener Alternative for Conventional Fuels | 14 | | 7 | Energy Efficiency | 16 | | 8 | Green Governance | 18 | | 9 | Oilzapper: A Solution to Global Problem of Oil Spills | 20 | | 10 | Developing Cleaner Energy through Coal Bed Methane | 22 | | 11 | Sustainable Agriculture - A Drive to Achieve Food Security | 23 | | 12 | Potential of Algae in Climate Change Mitigation and Future Commodities | 25 | | 13 | Participatory Urban Governance | 26 | | 14 | Sustainable Mobility: For a Greener Planet | 28 | | 15 | Enhancing Waste Management through Strategic Mapping and Sustainable Practices in Indian Cities | 30 | | 16 | Mission LiFE | 32 | ### Section II | No. | Title | Page | |---|---|---| | | Question Bank for Level 1 (Std. 4 – 5) | 34 | | | Question Bank for Level 2 (Std. 6 – 8) | 52 | | | Question Bank for Level 3 (Std. 9 – 10) | 70 | | | Question Bank for Level 4 (Std. 11 - 12) | 89 | | | Answer Key | 109 | ## SECTION - 1 The option marked in bold for questions in Section I is the correct answer. ### 1. Understanding Education for Sustainable Development (ESD) The rapid development happening worldwide is exploiting the environmental resources and also changing the aspirations of human beings, which are largely unsustainable. The latest technological advancements and conspicuous consumption patterns have led to generation of waste. The environment is being taken over by the ‘desires’ of mankind which is far from being green. Hence there is a need to offset the current patterns of behaviour and create a path of sustainably by transferring the right know how and sensitization to the current generation. Globally there has been a sea change in the way ‘Education’ is comprehended. The United Nations Educational Scientific and Cultural Organization (UNESCO) aims to improve access to quality education on sustainable development at all levels, targeting social, environmental and economic pillars of sustainable development. In India, environment education is a part of the formal and non-formal curriculum. In both scenarios, the main objective behind this transformation is a need to evolve society's thoughts and actions in convergence with sustainable development through imparting transformative environment education. Environment Education in the words of the Belgrade Charter (1976), is 'aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations and commitment to work individually and collectively toward solutions of current problems and the prevention of new ones' (UNESCO-UNEP, 1976). Environment Education later picked up momentum in mid 1960s during, UNESCO Biosphere Conference in Paris where the IUCN proposed to propagate environmental education worldwide. In 1992, with the advent of Agenda 21, an introduction of sustainable development discourse was brought into encompassing- social, environmental and economic pillars. Since then EE is widely accepted as ESD by educators, researchers and development practitioners. ### Definition and concept of Education for Sustainable Development (ESD): The UNESCO definition of Education for Sustainable Development (ESD) states, "Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future." ESD is a means to reach out to human beings at all levels and talk about issues encompassing the environment- such as- climate change, global warming, disaster management, biodiversity rejuvenation, waste management, energy conservation, etc in its totality and not in isolation. The aforementioned knowledge can be imparted through various means promoting competencies within learners' such as creative thinking, solution orientation, subject matter knowledge, critical thinking, 21st century skills, and far sightedness. These competencies help the learners participate in sustainable development activities that can be undertaken locally while having a global relevance. A global unanimity was sought over the following competencies by UNESCO in 2017: - Systems thinking: The ability to solve complex problems, interconnections, deviations and convergence. - Anticipatory: As the name suggest, learner's ability to understand future and come out at plausible solutions to deal with risks and damages. - Normative: Ability to understand underlying principles on the actions and achieve normalcy in a context of conflicts and trade-offs. - Strategic: The ability to develop and undertake positive actions together. - Collaboration: The ability to empathise and act for others' wellbeing. - Critical thinking: The ability to dive into details and undertake research in norms and practices. - Self-awareness: The ability to know oneself, reflect on his/her actions and evaluate processes and results - Problem-solving: The ability to derive at a solution by going through complex mechanism and framework. - ### Major milestones in Education for Sustainable Development (ESD) - **UNESCO Biosphere Conference 1968:** In the mid-1960s IUCN and UNESCO developed curriculum for formal education including ‘environmental education’. The concepts of environmental education were most talked about for the first time in 1968 during the UNESCO Biosphere Conference. - **UN Conference on Human Environment 1972:** Also known as the Stockholm conference, this paved the way for all future environmental movements across the world. - **Brundtland Report:** The report feature three key findings, i.e. critical issues of environment and development; formulation of innovative, concrete, and realistic action plans and strengthen international cooperation on environment and development. - **Earth Summit:** Earth Summit gave birth to Agenda 21, which exists on the notion that environmental awareness is a key to solutions of global problems. In the same year, UNESCO became the lead agency to work on items encompassed in Agenda 21. - **World Conference on Sustainable Development 2002:** The conference marked 10 years to Earth Summit and accepted ESD as the widely used term as this was considered as more holistic. The concept of dedicating a decade on ESD was discussed and endorsed by many nations, including India.. - **UN Decade on ESD:** In 2002, the UN Decade on ESD was declared from 2005 - 14 through a resolution by the UN General Assembly (57/254). It was during the UNDESD that formal education systems, which had to report on their nation's progress, began to take notice of advancements in ESD as part of their responsibility. - **World Conference on ESD:** World Conference on ESD took place in Japan in 2014, where the outcomes of the decade were discussed and deliberated. A continuing strategy was developed and a 5 year programme called the Global Action Programme (GAP) was launched from 2014 – 19, highlighting five priority areas for action as follows: - Advancing Policy - Transforming learning and training environments - Building capacities of educators and trainers - Empowering and mobilizing youth - Accelerating sustainable solutions at local level - **Sustainable Development Goals:** In 2016, the 2030 Agenda for Sustainable Development was put into effect. Today, ESD is at the core of these 17 SDGs for a sustainable future of our planet and for all under the broader domain of SDG 4 target 7. - **ESD for 2030:** The follow-up-programme for the Global Action Programme 2015-2019 - ESD for 2030 - is being reviewed by stakeholders. For 2019 and beyond, UNESCO plans to scale up ESD both in policy and practice for achieving SDGs.. ### Related Questions 1. What does ESD stand for? - **a) Education, Society and Development** - b) Education for Sustainable Development - c) Environment and Sustainable Development - d) Education for Systemic Development 2. Which is the apex body for ESD? - a) UNICEF - b) UNHCR - **c) UNESCO** - d) UNDP ### 2. India's Journey towards a Greener Future In 1972, the global leaders gathered at Stockholm Conference, a landmark event that marked the beginning of global environmental awareness. During this conference, countries, including India, recognized the urgent need to address environmental issues such as pollution, deforestation, and resource depletion. India made a promise to protect its natural resources, laying the foundation for its future environmental policies. India was actively involved in this summit, which led to significant agreements like the Kyoto Protocol in 1977. This protocol required developed countries to cut their greenhouse gas emissions. India, being a developing nation, did not have binding targets but continued to work on enhancing its energy efficiency and reducing emissions voluntarily. This was an important step in India's commitment to addressing climate change. Fast forward twenty years to 1992, when the Earth Summit in Rio de Janeiro brought the concept of sustainable development into the spotlight. Sustainable development means growing economies and improving people's lives while keeping the environment safe. The next major milestone came in 2015, at Conference of the Parties (COP) 21 in Paris, where countries signed the Paris Agreement. This agreement aimed to keep global temperature rise below 2 degrees Celsius, with efforts to limit it to 1.5 degrees above pre-industrial levels. India committed to increasing its use of renewable energy sources, like solar and wind power, reducing emissions intensity, and boosting forest cover to absorb more carbon dioxide. India set ambitious goals, including installing 175 gigawatts (GW) of renewable energy (100 GW from solar, 60 GW from wind, 10 GW from bio-power and 5 GW from small hydropower) by 2022. By mid-2024, India has an installed capacity of approximately 148 GW of renewable energy, 46 GW of hydroelectric power, and 8 GW of nuclear energy. Looking ahead, India has set new, ambitious goals to further its renewable energy capacity. By 2030, India aims to reach 500 GW of non-fossil fuel, enhance energy storage, and explore offshore wind and green hydrogen production. Plans also include developing solar cities and floating solar projects, with a target to achieve net-zero carbon emissions by 2070. Under the Paris Agreement, countries are required to submit their Nationally Determined Contributions (NDCs), which outline their plans to reduce emissions and adapt to climate change. India's NDCs include a target to reduce its GDP's emissions intensity by 45% by 2030 from 2005 levels and achieve 50% of its electric power installed capacity from non-fossil fuel-based energy sources. In 2021, at COP 26 in Glasgow, India made a historic pledge to achieve net zero emissions by 2070. This means balancing the amount of greenhouse gases emitted with those removed from the atmosphere, marking a significant step in India's journey toward sustainability. Looking to the future, the Central Electricity Authority (CEA) of India projects that by 2029-30, India's installed capacity will reach 777 GW, with non-fossils making up 64.5% of this mix. This includes a substantial increase in solar PV, wind, and other renewable sources, supported by energy storage systems. This strategy aims to significantly reduce reliance on thermal capacity while ensuring a sustainable and reliable power supply. Alongside these advancements, the concept of Just Transition has gained importance. This idea ensures that workers and communities dependent on fossil fuels are supported as the world shifts to a greener economy. In India, efforts include retraining coal workers, investing in renewable energy projects, and developing policies to support inclusive growth. The goal is to create new job opportunities in the renewable energy sector while ensuring a fair transition for those affected by the move away from fossil fuels. ### Related Questions 1. What is the definition of Sustainable Development as given by Brundtland Commission?aid - **Development that meets the needs of the present without compromising the ability of future generations to meet their own needs** - b) Growing economies and improving people's lives - c) Improving people's lives while keeping the environment safe - d) Keeping the environmental policy in place 2. When did India established a dedicated ministry for looking up.issues related to environment and fo - a) 1997 - **b) 1972** - c) 1965 - d) 1984 3. India is a signatory to Paris Agreement? True or false? - **a) True** - b) False ### 3. Climate Change and Disaster Management Our planet has a natural rhythm - a set of weather systems that have existed for millennia. This "normal" climate is what enables the life forms to flourish in its diverse state. Nevertheless, human activities are causing imbalance of the systems. This disruption leads to a phenomenon called as climate change. Climate change refers to as long-term shifts in whether patterns and temperatures over an area. Human activities (e.g., industrial processes, transportation, agriculture) lead to greenhouse gas emissions, primarily carbon dioxide emissions into the atmosphere. These gases trap heat from the sun which causes an increase in the temperature. Activities such as burning of fossil fuels, like oil, natural gas and coal are major contributors to emissions. Further, trees absorb carbon dioxide and deforestation worsens the problem. ### Climate Change - Disaster Management Nexus Climate change has far reached consequences and poses a significant threat to the environment and human beings. One of the major impacts is the increase in the frequency and intensity of extreme weather events including droughts, heatwaves, floods, sea level rise. These events lead to widespread impact on human life and damage to infrastructure. The social and economic consequences include displacement, poverty and conflict.. Climate change also disrupts biodiversity. Flora and fauna have adapted to specific temperature and rainfall patterns. Alteration in these patterns threatens the survival of species in an ecosystem, leading to biodiversity fragmentation and loss. For instance, variability in the ocean temperature and acidification on the account of increased carbon dioxide absorption are potential threats to the marine life. Disaster management has an imperative role to play in this context. Disaster management is the practice of preparation, response and recovery mechanism in address the impact of climate-related disasters. These are pre-emptive mechanisms construed to limit losses to infrastructure, economy and human life. Disaster management involves various steps: - **Risk Assessment:** Identification of vulnerable areas pertaining to climate hazards and analysis of their potential impact is the primary step. It involves resource allocation and development of intervention strategies for addressing the impacts. - **Preparedness:** Disaster preparedness involves development of infrastructure for withstanding extreme weather events, establishing early warning systems for alerting communities regarding the impending dangers and conducting trainings for ensuring preparedness of the communities. - **Response:** Emergency actions and services such as search and rescue, medical aid, food, water and shelter are essential for the vulnerable and displaced populations. Therefore, it is crucial to develop a coordinated response to address the disaster affected areas and populations. - **Recovery:** Re-establishing and reinforcing systems and infrastructure post disaster is important. This involves repairs, financial assistance for businesses and communities, as well as mechanisms for fostering resilience for future calamities. Disaster management involves building resilience and strengthening adaptive capacity to the changing conditions. This could include adapting practices for managing vulnerability to floods and droughts, investments in renewable resources for reducing reliance on fossil fuels and developing early warning systems for rising sea levels and heatwaves. Climate change and disaster management are like two halves of a whole. Climate change mitigation strategies are concerned with reducing greenhouse gas emissions and moderating and controlling the pace of change. Disaster management concerns with preparation and response to current and potential calamities. Through a comprehensive approach that focuses on both mitigation and adaptation, a more sustainable future can be achieved for humankind and the generations to come. ### Related questions 1. What is climate change mitigation? - **a) Reducing the flow of heat-trapping greenhouse gases into the atmosphere** - b) Lowering greenhouse gases from main sources such as power plants, factories, cars, and farms. - c) Adoption of renewable sources of energy - d) All the options listed here 2. Which of the following measures fall under climate change adaptation? - a) Imparting education for sustainable development - b) Accessbility to health facilities - **c) Disaster management** - d) All the options listed here ### 4. Climate Change and Health: Understanding the Connection Long-term changes in temperature, weather patterns, and other atmospheric factors are referred to as climate change. According to the World Health Organization (WHO), climate change is the most serious threat to human health and well-being. It affects the physical environment and all systems, including social, economic, and health. It intensifies weather events such as storms, heatwaves, floods, droughts, and wildfires, leading to direct and indirect health impacts, such as increased disease risk and health emergencies. It also strains the health infrastructure, health workforce and worsens the universal health coverage. Climate shocks degrade the environmental and social determinants of health, affecting air, water, soil, food, and livelihoods. Immediate action is essential to prevent increased health risks and protect global health. Vulnerable groups such as women, children, marginalized and migrant populations, the elderly, low-income communities, and those with pre-existing health conditions are at an increased risk. If not addressed in time, climate change can cause further health disparities, affecting access to healthcare, nutrition, and safe living conditions. ### Heat Stress and Related Illnesses: Rising temperatures are one of the most noticeable effects of climate change. Prolonged periods of extreme heat can result in heatwaves, which cause heatstroke and dehydration. Additionally, higher temperatures can cause river bodies to dry out, leading to water scarcity. This lack of water can impact hygiene practices, as people may have less access to clean water for drinking, cooking, bathing and sanitation. ### Vector-Borne Diseases: As climate changes, so does the habitats of various insects and animals. Vectors, such as mosquitoes, ticks, and other carriers, thrive in warmer environments, leading to a rapid increase in the spread of malaria, dengue, Lyme disease, and Japanese Encephalitis. Areas previously unaffected by these diseases may start experiencing outbreaks, posing new public health challenges. ### Respiratory Disorder: Warmer temperatures can increase the concentration of ground-level ozone, a harmful air pollutant. Wildfires frequently emit large volumes of smoke and particulate matter into the atmosphere. This can worsen respiratory conditions and potentially trigger heart disease. As a result, we may see an increase in cases of asthma, chronic obstructive pulmonary disease (COPD), and bronchitis in the near future. ### Mental Health Challenges: Climate change has an impact on mental health, as well. Climate-related calamities, such as hurricanes, floods, and wildfires, can cause trauma, anxiety, sadness, loss of loved ones, and endanger survival. These natural calamities may lead to displacement, disrupted social networks, and loss of livelihood which further contribute to the mental health burden. ### Food Security and Nutrition: Climate change significantly impacts agriculture and water resources, directly affecting food and water security. Extreme weather events, such as floods and droughts, can damage crops and their yield, reduce food production, and disrupt food supply chains. This will lead to malnutrition, and nutritional deficiencies. ### Waterborne Diseases: Changes in rainfall patterns can lead to water scarcity, which affects the availability of drinking water and sanitation. Rising sea levels and extreme weather events can contaminate water sources, making them unsafe for consumption. This contamination can result in the spread of diarrheal diseases, cholera, hepatitis A, and typhoid. ### Related Questions 1. Long-term changes in temperature, weather patterns, and other atmospheric factors are referred to as - a) Weather flux - b) Climate shock - **c) Climate Change** - d) Health emergency 2. Which section of the society is likely to be most impacted by climate change? - a) Vulnerable groups - b) Elite population - c) Privileged groups - d) Healthy population 3. Prolonged period of extreme heat can result in which of the following problems? - a) Heatstroke - b) Dehydration - c) Water scarcity - **d) All options listed here** 4. Mosquitoes, ticks and other carriers thrive in warm and humid environment and serve as carriers for which of the following? - **a) Vector-borne diseases** - b) Water borne diseases - c) Air borne diseases - d) Food-borne diseases 5. Climate change has a major impact on health of humans. This includes which of the following?? - a) Rise in vector borne disease - b) Rise in water borne diseases - c) Rise in respiratory disorders - **d) All options listed here** ### 5. Air Pollution Air pollution is a significant global problem that harms living organisms by affecting biodiversity and disrupting ecosystems. It occurs when harmful substances like sulphur dioxide ($SO_2$), nitrogen oxides ($NO_x$), particulate matter (PM), and volatile organic compounds (VOCs) enter the air from natural sources or human activities such as fossil fuels, and using solvents, paints and varnishes. These pollutants damage human health, animals, and plants, and also disturb the natural balance of our environment. Additionally, air pollution contributes to climate change and leads to 'acid rain,' which further harms the environment, monuments and public health. Understanding the sources and impacts of air pollution is crucial for developing effective strategies to reduce its effects and protect our planet for future generations. Pollutants in the atmosphere can originate from both natural processes and human activities, and they are classified into primary and secondary pollutants based on their sources and formation: ### Natural vs. Human-Made Causes: - **Natural Sources:** Pollutants such as volcanic ash, dust storms, forest fires, and biogenic emissions (e.g., pollen) occur naturally without direct human intervention. - **Human-Made Sources:** These pollutants result from human activities such as the combustion of fossil fuels (coal, oil, natural gas), industrial processes, transportation emissions (vehicle exhaust), agricultural activities (e.g., livestock farming), and use of chemicals (solvents, paints). ### Primary Pollutants These pollutants are directly emitted into the atmosphere from their sources. Examples include: 1. Sulfur dioxides ($SO_2$): Sulfur dioxide ($SO_2$) is primarily produced during the combustion of sulfur-containing fuels such as coal and oil in industrial processes and power generation. It can also originate from volcanic eruptions. When $SO_2$ reacts with atmospheric oxygen and other compounds, it forms sulfuric acid ($H_2SO_4$), contributing to acid rain. 2. Nitrogen oxides ($NO_x$): Nitrogen oxides, particularly nitrogen dioxide ($NO_2$), are produced when nitrogen and oxygen react at high temperatures during combustion processes, such as those in vehicles and power Bobplants. They are also naturally produced during lightning strikes and forest fires. $NO_2$ contributes to the formation of ground-level ozone and can create a brown haze over urban areas. 3. Carbon monoxide (CO): Carbon monoxide is generated when carbon-containing fuels such as natural gas, coal, and wood are incompletely burned due to insufficient oxygen. It is a major component of vehicle exhaust and is also produced by industrial processes. CO is colourless, odourless, and highly toxic, impairing the blood's ability to transport oxygen. 4. Volatile organic compounds (VOCs): VOCs are emitted from various sources, including vehicle exhaust, industrial processes, and the use of solvents and paints. These compounds are carbon-based and can react with nitrogen oxides in the presence of sunlight to form ground-level ozone and secondary organic aerosols. Some VOCs, like benzene and xylene, are also known as carcinogens. 5. Particulate matter (PM): Particulate matter consists of tiny solid or liquid particles suspended in the air. It can originate from natural sources such as dust storms, wildfires, and sea spray, as well as from human activities such as vehicle emissions, industrial processes, waste burning and agricultural residue burning. PM affects visibility and can penetrate deep into the lungs, causing respiratory and cardiovascular problems. ### Secondary Pollutants These pollutants form in the atmosphere through chemical reactions involving primary pollutants and atmospheric compounds. Examples include: 1. Particulates are created from gaseous primary pollutants and compounds in photochemical smog. Smog is a kind of air pollution; the word "smog" is a portmanteau of smoke and fog. Classic smog results from large amounts of coal burning in an area caused by a mixture of smoke and Sulphur dioxide. Modern smog does not usually come from coal but from vehicular and industrial emissions that are acted on in the atmosphere by ultraviolet light from the sun to form secondary pollutants that also combine with the primary emissi to form photochemical smog. 2. Ground-level ozone ($O_3$) is formed when nitrogen oxides and volatile organic compounds (VOCs) react in the presence of sunlight. 3. Sulfuric acid ($H_2SO_4$) and nitric acid ($HNO_3$), which form from sulfur dioxide and nitrogen oxides respectively, reacting with water vapour and oxygen. 4. Secondary organic aerosols (SOA) are formed from the oxidation of volatile organic compounds. ### Effects of Air Pollution ### Health Effects: Air pollution significantly impacts human health. It can cause or worsen respiratory conditions like asthma, bronchitis, and pneumonia. People exposed to high levels of air pollution may have trouble breathing, coughing, and wheezing. Long-term exposure can lead to serious health issues such as heart disease, lung cancer, and even premature death. Vulnerable populations, like children and the elderly, are especially at risk. ### Environmental Effects: Air pollution not only affects human health but also has severe impacts on the environment. Here are some key effects: 1. Acid Rain: Pollutants like sulfur dioxide ($SO_2$) and nitrogen oxides ($NO_x$) can combine with water vapour in the atmosphere to form acids, leading to acid rain. Acid rain can harm forests, soil, and water bodies, making the environment unsuitable for many plants and animals. 2. Damage to Ecosystems: Pollutants like ground-level ozone can harm crops, forests, and plant life, interfering with photosynthesis and nutrient uptake. This damage can reduce agricultural yields and affect food security. Additionally, pollutants can contaminate water bodies, harming aquatic life and disrupting the balance of ecosystems. 3. Economic Effects: The economic impact of air pollution is substantial. It reduces agricultural and food yields, costing billions of dollars each year. When people suffer from health issues related to air pollution, they are more likely to miss work or school, decreasing productivity and increasing healthcare costs. Industries that rely on natural resources, such as farming and fishing, can also suffer significant losses due to the adverse effects of pollution on the environment. ### Control Measures to Reduce Air Pollution Addressing air pollution requires both prevention and control measures. Prevention is often more effective and can be implemented through government regulations or individual actions. In many cities, air quality is monitored regularly to track pollution levels. ### Government and Community Level Prevention - Green Energy: Governments worldwide are investing in renewable energy sources like wind and solar power to reduce reliance on fossil fuels, which are major contributors to air pollution. - Regulation of Industries: Governments enforce regulations to ensure companies minimize their pollution, promote cleaner manufacturing practices, and implement efficient air pollution controlling devices (A like Bag Filters, Wet Scrubbers, ESP, FGD, SCR, etc. - Energy-Efficient Vehicles: Companies are developing more energy-efficient cars that produce fewer emissions. ### Individual Level Prevention - Public Transportation: Encourage using buses, trains, or bikes instead of cars to reduce the number of vehicles on the road and lower emissions. - Energy Conservation: Use energy wisely, such as turning off lights and reducing water heater usage to decrease the burning of fossil fuels for electricity. - Recycling and Reusing: Minimize waste by recycling and reusing items like plastic bags, clothing, paper bottles, reducing the need for new production and associated pollution. ### Related Questions 1. The complex chemical process caused by reaction between water and oxygen in the environment with oxides of sulphur and nitrogen released by emissions result in - a) Acid rain - **b) Smog** - c) Photochemical oxidant - d) None of the options listed here 2. Air pollution is caused only by anthropogenic activities. True or false. - a) True - **b) False** 3. Volcanic ash is a natural source of air pollution. True or false. - **a) True** - b) False 4. **Sulphur Dioxide** is primarily produced during the combustion of sulfur-containing fuels such as coal and oil in industrial processes and power generation. - a) Sulphur Dioxide - b) Nitrogen Oxide - c) VOCS - d) Water Vapour 5. Which oxide of nitrogen is naturally produced during lightning strikes and forest fires? - a) Nitrogen Oxide - b) Nitrogen Monoxide - **c) Nitric oxide (NO) and Nitrogen Dioxide ($NO_2$)** - d) All options listed above ### 6. Biofuels as Greener Alternatives for Conventional Fuels The expanding human population and the advancement of industry have led to a rise in energy demand worldwide, resulting in various challenges such as environmental pollution, depletion of fossil fuels, and insufficient supply of electricity. These difficulties must be addressed and overcome. The primary focus should be on safeguarding the environment and refraining from using chemicals in fuel production. To fulfil energy demands and conquer these difficulties, environmentally friendly methods are crucial. Biofuels, derived from renewable biological sources like plants, algae, or animal biomass, can replace conventional fuels such as gasoline, diesel, and jet fuel, essential for transportation. These fuels are more environmentally friendly and cost-effective than fossil fuels and can be produced quickly. Biofuels include bioethanol, biodiesel, biogas, and biobutanol, with ethanol being the most widely produced by fermenting starch or sugar. Biofuels are categorized by feedstock: first-generation biofuels come from food crops like sugarcane and corn, while second-generation biofuels use low-value biomass such as wood chips and crop residues. Biodiesel, the second most common biofuel, is primarily made from oily plants like soybeans and oil palms, and waste cooking oil. Third-generation biodiesel from algae and cyanobacteria shows potential but is not yet economically viable. Some algal species contain up to 40% lipids by weight, convertible to biodiesel or synthetic petroleum. So, estimates suggest that algae and cyanobacteria could yield between 10 and 100 times more fuel per unit area than second-generation biofuels. Other biofuels include methane gas and biogas, which can be derived from decomposition of biomass in the absence of oxygen. Biogas is produced from the same organic matter as biomass, but through a process of fermentation rather than combustion. This process, known as anaerobic digestion, occurs through, and it takes place in specialized containers called "digesters." The gases produced during the degradation of organic materials by microorganisms in the absence of oxygen this process include CO2 (35%) and a larger amount of the greenhouse gas methane (65%). To prevent the release of methane into the atmosphere, the facility captures and burns it to produce energy. After simple processing, biogas can be used as a renewable substitute for natural gas, while the digested materials can be utilized for compost or peat moss production. Biological conversion entails the microbial fermentation of nutrients, primarily sugars, by metabolic enzymes in the absence of oxygen. Various microorganisms are typically present during this process, each with a unique set of enzymes that result in the formation of complex byproducts that contribute to the scent and flavour of fermented foods. In this instance, the microbes utilize sugar derived from biomass to undergo biochemical reactions to produce bioalcohols, which can be employed as biofuels. ### BIOFUELS FROM FOOD WASTE | COMMERCIAL BENEFITS | ENVIRONMENTAL BENEFITS | |---|---| | Better sustainability Employment generation for rural areas Revenue generation Increased industrial investments Less dependence on other countries for petroleum Economic viability | Reduced green house gas emission Improved carbon sequestration Reduced dependence on fossil fuels Reduced air pollution Recycling of food waste Reduced dependence on edible feedstocks | Food waste can also be converted into biofuels bio-ehanol, biodiesel, bio-hydrogen which can serve as a renewable resource. Utilizing these wastes not only reduces the dependence on fossil fuels but also involves recycling of the waste and reduction of pollutions and disease incidence. Additionally, these also provide several commercial and economic benefits like increasing industrial investments and generating new revenue options for the rural population. Although the adoption of biofuels has several advantages, its widespread commercialization remains a challenge. To address this, The Energy and Resources Institute (TERI) is working to improve the overall efficiency and commercial viability of the process. Several optimization studies have been conducted, including working with different microbes and utilizing waste biomass, as well as optimizing the fermentation process at the pilot-scale. These efforts are aimed at achieving a circular and greener economy. ### Related Questions 1. Biofuels are obtained from living sources like plants / algae or animal biomass. - **a) True** - b) False 2. Fermentation of starch or sugar results in production of an environmentally friendly fuel, termed as - **a) Bioalcohol** - b) Fossil fuel - c) Hydrogen fuel - d) None of the options listed here 3. Based on categorisation by source, what are biofuels derived from food crops like sugarcane and corn termed as? - **a) First-generation biofuels** - b) Second-generation biofuels - c) Third-generation biofuels - d) Tertiary biofuels 4. What is the term used for common biofuel derived from soybeans, oil palms and waste cooking fat? - a) Petroleum - **b) Biodiesel** - c) Agar - d) Gelatin 5. Which of the following biofuels can be derived from the decomposition of biomass in the absence of oxygen? - a) Methane - b) Biogas - c) Natural gas - **d) Both. A and B** ### 7. Energy Efficiency 1. Dry air and moist air: which is heavier? In the atmosphere, dry air exerts more pressure than moist air. This is because dry air is primarily composed of hitrogen and oxygen, which exert high pressure. Conversely, in moist air, the presence of water vapour increases and since water vapour weighs less than nitrogen and oxygen, moist air is lighter than dry air. 2. BLDC (brushless direct current) fan vs conventional fan. How much energy is saved per month if a conventional ceiling fan is replaced by BLDC ceiling fan in your house (Assuming 8 hours operation per day for 30 days)? BLDC fans are known for their higher efficiency, which means they convert a greater proportion of electrical energy into mechanical energy, resulting in lower overall energy losses. Normal fans, often powered by induction motors, tend to have higher energy losses compared to BLDC fans. The typical induction motor based fan would consume around 75 watts whereas a BLDC fan would consume about 30 watts. Unlike lights which are only used during nights, a fan is an appliance which runs most of

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