David R. Hokanson

Embodied energy comparison of surface water and groundwater supply options

The embodied energy associated with water provision comprises an important part of water management, and is important when considering sustainability. In this study, an input-output based hybrid analysis integrated with structural path analysis was used to develop an embodied energy model. The model was applied to a groundwater supply system (Kalamazoo, Michigan) and a surface water supply system (Tampa, Florida). The two systems evaluated have comparable total energy embodiments based on unit water production. However, the onsite energy use of the groundwater supply system is approximately 27% greater than the surface water supply system. This was primarily due to more extensive pumping requirements. On the other hand, the groundwater system uses approximately 31% less indirect energy than the surface water system, mainly because of fewer chemicals used for treatment. The results from this and other studies were also compiled to provide a relative comparison of embodied energy for major water supply options.

Evaluating UV/H2O2 processes for methyl tert-butyl ether and tertiary butyl alcohol removal: effect of pretreatment options and light sources.

In this paper, we evaluate the efficiency of UV/H2O2 process to remove methyl tert-butyl ether (MtBE) and tertiary butyl alcohol (tBA) from a drinking water source. Kinetic models were used to evaluate the removal efficiency of the UV/H2O2 technologies with different pretreatment options and light sources. Two commercial UV light sources, i.e. low pressure, high intensity lamps and medium pressure, high intensity lamps, were evaluated. The following pretreatment alternatives were evaluated: (1) ion exchange softening with seawater regeneration (NaIX); (2) Pellet Softening; (3) weak acid ion exchange (WAIX); and (4) high pH lime softening followed by reverse osmosis (RO). The presence or absence of a dealkalization step prior to the UV/H2O2 Advanced Oxidation Process (AOP) was also evaluated for each pretreatment possibility. Pretreatment has a significant impact on the performance of UV/H2O2 process. The NaIX with dealkalization was shown to be the most cost effective. The electrical energy per order (EEO) values for MtBE and tBA using low pressure high output UV lamps (LPUV) and 10mg/LH2O2 are 0.77 and 3.0 kWh/kgal-order, or 0.20 and 0.79 kWh/m3-order, respectively. For medium pressure UV high output lamps (MPUV), EEO values for MtBE and tBA are 4.6 and 15 kWh/kgal-order, or 1.2 and 4.0 kWh/m3-order, for the same H2O2 dosage.

Educating engineers in the sustainable futures model with a global perspective

The solutions to the worlds current and future problems require that engineers and scientists design and construct ecologically and socially just systems within the carrying capacity of nature without compromising future generations. In addition, as governments move towards policies that promote an international marketplace, educators need to prepare students to succeed in the global economy. Young people entering the workforce in the upcoming decades will also have the opportunity to play a critical role in the eradication of poverty and hunger and facilitation of sustainable development, appropriate technology, beneficial infrastructure, and promotion of change that is environmentally and socially just. Many universities espouse the idea that discipline integration is a prerequisite for successful implementation of sustainability in education. However, few engineering curriculum have taken the step to integrate concepts of sustainable development with an international experience. This paper discusses the educational and global drivers for curricular change in this important area and demonstrates how several undergraduate and graduate programmes initiated at Michigan Technological University can provide a more interdisciplinary basis for educating engineers on global concepts of sustainability. To date, these programmes have taken place in 21 countries and reached approximately 300 students (49% women) that represent 11 engineering disciplines and nine non-engineering disciplines.

An Education Program in Support of a Sustainable Future

The historical evolution and current status of sustainability education at Michigan Technological University is described. The history considers the last 15 years, during which, the faculty of Michigan Tech have been collaborating on the development of environmental curricula and courses. This development effort initially focused on specialized offerings for the environmental/chemical engineering programs. With time, recognition of the importance of environmental issues (wastes, natural resources, energy, etc.) to other disciplines across the campus grew. For example, chemists, biologists, foresters, etc. each have a role in characterizing the behavior of ecological systems. Engineering disciplines that are focused on the design of products, processes, or systems influence long term societal sustainability. Social scientists must understand the relationship/linkages between the environment, industry, citizens, and government. Greener products, environmentally responsible processes, life cycle thinking, and environmental stewardship need to become part of the modern lexicon of globally aware students. Faculty from diverse disciplines across the campus are now collaborating to develop courses and modify curricula to educate students with respect to the triple bottom line (i.e., sustainable economic, societal, and environmental future). Problems associated with the traditional education paradigm are discussed. A new education model aimed at training students to create a sustainable future is proposed.Copyright

A photolysis coefficient for characterizing the response of aqueous constituents to photolysis

UV photolysis and UV based advanced oxidation processes (AOPs) are gaining more and more attention for drinking water treatment. Quantum yield (ø) and molar absorption coefficient (ε) are the two critical parameters measuring the effectiveness of photolysis of a compound. The product of the two was proposed as a fundamental measure of a constituent’s amenability to transformation by photolysis. It was shown that this product, named the photolysis coefficient, kp, can be determined using standard bench tests and captures the properties that govern a constituent’s transformation when exposed to light. The development showed the photolysis coefficient to be equally useful for microbiological, inorganic and organic constituents. Values of kp calculated by the authors based on quantum yield and molar absorption coefficient data from the literature were summarized. Photolysis coefficients among microorganisms ranged from 8500 to more than 600000 and are far higher than for inorganic and organic compounds, which varied over a range of approximately 10 to 1000 and are much less sensitive to UV photolysis than the microorganisms.

CHAPTER 3 – Educational Solutions

Publisher Summary This chapter discusses the role of educational solutions in solving environmental issues and bringing in sustainability revolution. To achieve a more equitable, and thus, sustainable world, individuals, communities, governments, and industries worldwide must adopt policies and practices that promote sustainable development. In fact, despite warnings from numerous authorities related to threats posed by problems such as climate change, loss of biological diversity, and depletion of nonrenewable resources, little progress has been made in implementing changes essential for a sustainable future. These changes must start in places where most changes are born, that is, household and educational institutions. One driver of this change in education is related to preparing students for the future. There are many educational solutions that can be used to assist in solving the worlds environmental problems and thereby ultimately bringing in the sustainability revolution. These educational solutions require metadisciplinary approaches integrated for young to old audience, an emphasis on appropriate technology, the need for a global exchange of knowledge, realizing the importance of research to education, and understanding the importance of personal belief systems. Graduates of educational programs focused on sustainability can become influential leaders of their communities and in society. Graduates educated in this new way of thinking will be uniquely suited to meet the challenges of their households and communities, business, and government, as well as to pursue research and public service through positions in higher education.