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SUSMAC2015, University of Sydney. Wednesday 8 April 2015Wednesday 8 April 2015
Discovering Sustainability & Maths in
A World Heritage Icon
Naomi MartinManager, Environmental Sustainability
Source: Perception vs fact.com
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Inspired by Nature
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Sydney Opera HouseOpera House.Educationsustainability
Teachers.sustainability cross curriculum priorityEngage students in maths.
Students.Interest in sustainability
What we have in commonGive students motivation and tools to make their own changes towards a more sustainable future
Excite students by showing maths that can make a difference.
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
SUMMARY OF TALK• 2 sustainability stories: Energy & Carbon
• Case study at Opera House• Applying the tools at school
• 3 Opera House maths in design stories.
SUSMAC2015, University of Sydney. Wednesday 8 April 2015Sustainability Story #1Concert Hall Lights: Energy saving calculations
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Version v3_NM review
Price $/Kwh1
Labour Rate/hr per
person
Current Operational
Hours
Proposed Operational
Hours Days NGA Factor2
Project Cost $3
0.17$ 47.00$ 14 14 364 1.06 2,000,000.00$
Type Fitting Qty
Watts Including
Ballast Lamp QtyLamp Life
(Hours)Relamping Period Yrs6
Cost per lamp6 Install Time Hrs
Crown Lights 64 575 1 300 0.06 35.00$ 2Low level 194 200 1 1,000 0.20 25.00$ 2High level 89 300 1 1,000 0.20 12.50$ 2Work Lights 16 575 1 300 0.06 35.00$ 2
Type Fitting Qty
Watts Including
Ballast Lamp QtyLamp Life
(Hours)Relamping Period Yrs
Cost per lamp3 Install Time Hrs
LED crown lights 72 160 1 50,000 9.81 3,745.00$ 2LED high level HS 89 100 1 50,000 9.81 2,445.00$ 2LED low level HS 194 35 1 50,000 9.81 1,763.00$ 2
INPUT PROPOSED LIGHTING VARIABLES3
Project Description: Concert Hall crown and high level house lights
Date: 29-June-2014
INPUT CONTROL VARIABLES
INPUT CURRENT LIGHTING VARIABLES6
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
5,096 Hrs 5,096 Hrs568,204 Kwh 138,662 Kwh
602 tCO2-e 147 tCO2-e96,594.68$ 23,572.57$ 77,947.57$ 84,518.89$
263,303.53$ 3,401.07$ 437,845.77$ 111,492.53$
429,542 kWh455 tCO2-e
73,022.11$ -$6,571.33
259,902.45$ 326,353.24$
6.13 Years76%
CURRENT LIGHTING PROJECTIONS PROPOSED LIGHTING PROJECTIONSTotal Hours used per year Total Hours used per yearEnergy Usage pa Energy Usage paCO2 pa CO2 paEnergy Cost pa Energy Cost paCost of lamps per year Cost of lamps per yearCost of labour for relamping per year Cost of labour for relamping per yearTotal Annual Operational Costs Total Annual Costs
PROJECTED PROJECT RESULTSAnnual Energy Savings Annual CO2 SavingsAnnual cost savings energyAnnual cost saving on lampsAnnual labour costs savings for relampingTotal annual cost savings over life of new lampPayback period including energy & relamping cost savings% Reduction in energy use
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
At School
You can choose energy efficient appliances to reduce power use. Maths gives you the tools to calculate energy and cost savings.
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
At School
• Total Power (watt)• One classroom has 2
fluorescent tubes in each fixture, in 8 fixtures that draw 45W each tube.
• What is the total power?
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
At School
• Hours used• The lights are on 12 hrs
per day, 5 days per week, 40 weeks per year.
• What is the total time they are on?
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
At School
• Energy = Power (W) x time (hr)• Power (W) = 720• Hours (hr) = 2400. • What is the Energy used per
year in kWhs?
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Current: T8 LED tube & motion sensors
Power (Watts) 45 W 20 WBulbs 2 2Number of fixtures 8 8Total Power multiply above 720 W 320 W
Hours/Day 12 hr 8 hrDays/week 5 days 5 daysWeeks 40 weeks 40 weeks
Total Hours hrs x days x wks 2,400 hrs 1,600 hrs
Energy use (Wh) W x hrs 1,728,000 Wh 512,000 WhEnergy use kWh W / 1000 1,728 kWh 512 kWhCost per kWh 0.3 $/KWh 0.3 $/KWh
Annual costcost x energy use (kWh) 518.4 153.6
Energy saving compared to T8 (%) ((old -new )/old) x 100 70%Cost Saving compared to T8($) annual cost T8 - annual cost LED 364.80$
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
• Sustainability - Cross Curriculum Priority• OH Education –beyond arts students
Sustainability Story #2: Carbon and Events
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Carbon & Events
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Carbon 101
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
• Enterprise Strategy • Engage & connect people to the Opera House• Build strong relationships
• Partnerships that increase awareness of citizens
• Environment - engage and inspire – • Communicate to give information and motivation to take their own action to improve the environment.• Has to demonstrate that we can make choices that make a difference
•
• Who is my audience? How could I do this?• School children -
• Sustainability - Cross Curriculum Priority
• OH Education –beyond arts students
1) Concentration of CO2 increasing. http://www.csiro.au/greenhouse-gases/
2015-1976 = 39 years
Rise in CO2 (ppm)= 395.569-329.653=65.91 ppm
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
• CO2 is 0.039% of the atmosphere
• 0.05% alcohol blood limit
2) Increase in CO2 has big impacts
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
http://www.theguardian.com/environment/interactive/2013/sep/27/climate-change-how-hot-lifetime-interactive
2) Increased CO2 has big impacts - Temperature
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
2) Increased CO2 has big impacts - Temperature
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
2) Increased CO2 has big impacts - Sydney
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Why - impacts
400ppm
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
2) Increased CO2 has impacts - Sydney Opera House
Sea level rise
Too hot for tourists
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Kids
• What has STEM got to do with me.
http://www.environment.gov.au/system/files/resources/b24f8db4-e55a-4deb-a0b3-32cf763a5dab/files/national-greenhouse-accounts-factors-2014.pdf
3) We can make a difference by understanding carbon emissions
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Case Studies (content).3) We can make a difference by understanding carbon emissions
• Carbon emitted = volume of fuel or activity x emission factor.
ActivityEmissions Factor Unit Reference
Electricity (NSW) 0.99 kg CO2-e / kWh NGA Factors
Unleaded Petrol 2.80 T CO2-e / kL NGA Factors
Flight - medium haul 0.18 kg CO2-e/km/personEPA Victoria
Meat and meat products 5.83 kg CO2-e/$ EPA Victoria
Vegetable and fruit growing, hay, plant nurseries, flowers 0.92 kg CO2-e/$ EPA Victoria
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
3) We can make a difference by understanding carbon emissions
• Carbon Calculators http://www.epa.vic.gov.au/agc/home.html
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
CARBON 101 SUMMARY 1) CO2 is increasing2) Continuing to increase CO2 in atmosphere has impacts we would like to avoid3) By understanding carbon emissions, you can make a difference
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Case Studies (content).
Electr
icity
Natural
gas &
liquid fu
elsFlig
hts
Caterin
gWast
e
Accommodati
on
Paper
used in
mark
eting
Ground tran
sport
Ticket
s0.00
200.00
400.00
600.00
800.00
1000.00
1200.00
1400.00
Vivid 2011 1609 T CO2-e
Vivid 2012 1067 T CO2-e
Sources of GreenhouseGas Emissions
Tonn
es C
O2
equi
vale
nt
Sustainability Story #2: Vivid Live Carbon Footprint
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Insert carbon counter
Band 1 - Rider
= more than one car over a year
Carbon
STEM Academy, University of Sydney. Wednesday 25 November 2014
Band 2 - Rider
= half a scooter over one year
STEM Academy, University of Sydney. Wednesday 25 November 2014
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
At School
You can choose to reduce the carbon you emit.
Maths gives you the tools to calculate the difference you can make.
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
At SchoolHere are some eg. calculationsWhat would you do to reduce your carbon?
Activity UnitEmissions Factor Unit
Tonnes CO2-e
Electricity for a 4 person home in Sydney for one year 7492 kWh 0.99
kg CO2-e / kWh 7.42
Car for 1 year with 12L/100km, driving 15,000km 1.80 kL 2.80 T CO2-e / kL 5.04Return flight to Melbourne (713km 1 way) 1426 km 0.18
kg CO2-e/km/person 0.26
Cutting out one serve of red meat per week for 1 year (assume $10 steak) 520.00$ 4.44 kg CO2-e/$ 2.31
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Sydney Opera House.Mathematics of Design
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Spherical Solution
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Case Studies (content).Spherical Solution
After three years of intensive search for a basic geometry for the shell complex I arrived in October 1961 at the spherical solution shown here.
I call this my ‘key to the shells’ because it solves all the problems of construction by opening up to mass production, precision in manufacture and simple erection and with this geometrical system I attain full harmony between all the shapes in this
fantastic complex.Joern Utzon
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
• The geometry used in the Opera House isn’t hard, but it is so practical.
• You can apply geometry in so many ways
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
• Terracycle• Green Lane Green Cross• Bookend Trust• Environmental Educators
22m
8m
23.4m
9m12m
How long does it take sound to travel?
(2 x 23.4m)/340.29 m/s = 0.14 sec
(2 x 12m)/340.29m/s = 0.07 sec
Concert Hall Acoustics
Spherical Solution
Spherical solution
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
Case Studies (content).
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
• Terracycle• Green Lane Green Cross• Bookend Trust• Environmental Educators
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
• Terracycle• Green Lane Green Cross• Bookend Trust• Environmental Educators
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
• Terracycle• Green Lane Green Cross• Bookend Trust• Environmental Educators
SUSMAC2015, University of Sydney. Wednesday 8 April 2015
• The maths used isn’t hard, but it is so practical.
• You can apply maths in so many ways
Collaborate with partners
Feedback
• How could this presentation and case studies be further developed to help you?
• Format – online case studies? Digital tours? Onsite tours with tour guide or ‘do it yourself’ tours, activities around a show
• What do we need to provide you as materials?
• Partnership Opportunities – how far we get depends on our resources
Cool Australiahttp://www.coolaustralia.org/