School of Public Health and Health Services
Department of Environmental and Occupational Health
Sustainable Energy and Environmental Health (3 cr)
PubH 3190.10
Spring 2013
Monday 10-12:30, ???
Instructor
Peter LaPuma, PhD, PE, CIH
Associate Professor of Environmental & Occupational Health, SPHHS
2100 M Street NW, Suite 203, Washington, DC 20037
Phone: 202-994-5185
Email: plapuma@gwu.edu
Office Hours: Before or After class (for brief issues) OR by appointment
Course Description
This course will explore the popular theme of “thinking sustainably” from the perspective of environmental
health and our energy-intensive lifestyle. Many emerging issues surround how we will continue to provide
basic human needs such as water, food, energy and security while balancing the realities of resource depletion,
air and water contaminants and climate change. Technical, socio-political, and health implications of each
renewable and non-renewable energy source will be discussed, as will energy conservation and efficiency, in
the context of broader issues such as population growth, food and water resources, climate change and the
importance of maintaining a healthy environment for future generations. The course will involve several
small exercises designed to reinforce concepts as well as a tour of sustainable features on campus.
Course Prerequisites: None. This course targets junior and senior undergraduate students
Course Learning Objectives: Upon completion of the course, students will be able to:
1. Explain the science and politics that govern energy production and consumption in the U.S..
2. Describe the practical contributions and limitations of alternative energy sources.
3. Explain the importance of using sustainable thinking to drive policy.
4. Explain how each potential energy source impacts public health through its life cycle.
5. Explain the causes and health ramifications of climate change.
Required Texts
Reading assignments as noted in the schedule.
Methods of Instruction
X Lectures
X Class Discussions
X Case Studies
X Written Assignments
X Film/Video
X Required Reading
Methods of Evaluation
Midterm
Field Trip Paper
Air Pollution Project
Hydrofracking Letter
Personal Energy Assessment
Personal Food Assessment
Group Presentations
Class Participation
Final
1 of 9
25 %
5%
5%
5%
5%
5%
10 %
10 %
30 %
About the Assignments (detailed guidance will be provided on Blackboard)

Sustainable Field Trip – The new GWU Public Health building will be under construction in spring and
is planned for LEED Gold certification or higher. We hope to meet with the LEED building
architect along with a site visit to discuss the buildings features. We will also tour the sustainable
features around the Foggy Bottom Campus to include the community gardens and rooftop solar
tubes. Students will select a green feature to research and write about the advantages,
disadvantages, cost and realistic policies that may encourage its adoption.

Air Pollution Project – Students will use website tools to assess ground level ozone trends in their home
town. The student will identify if their area is in attainment with EPA ozone standards and identify
the major emission sources that contribute to ozone. They will also identify an article that discusses
an air pollution issue in their home town or state and write a brief summary of the article.

Personal Energy Assessment – Students will track their use of energy for 2 days to include all electrical
devices, room lighting, heat, transportation etc. that they consumed. Students will measure the
kilowatt-hour consumption of select appliances using a power meter. Students will calculate their
carbon emissions using an online calculator
(http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/).

Hydrofracking Paper – Students will prepare a letter to the New York Governor on whether to allow
natural gas hydrofracking in New York. The first paragraph introduces you and your position, the
next 3-4 paragraph makes a point that backs up your position. The last paragraph is your
recommendation to the Governor. The student will not be penalized for any position taken. The
quality and clarity of the talking points along with proper grammar and spelling will be assessed for
grading purposes. The paper requires at least 3 reputable references (citations will not be counted in
your page count.

Personal Food Journal – Students will inventory their food and beverage consumption for 3 days along
with manufacturer, type of food packaging and wastes etc. The student will select one food item to
research and research the origin of the food, where the food was prepared and packaged. Also the
student will identify how it was stored (refrigeration, freezer, etc) for how long and how you
personally prepared it (stove, microwave etc). The student will make note of the energy consumption
through the process.

Group Presentation – Students will be assigned to groups of 3-4 students and each group will provide a
15-20 min presentation to the class on a pre-approved sustainable energy presentation. A grade will
be assigned to the entire group for the quality of the presentation but 10% of the group presentation
grade will depend on confidential scores provided by the other members of your group.
CLASS POLICIES:
Class Policy Regarding Attendance/Participation: In order to complete this course successfully, you
should prepare for each class session by completing the assigned readings and/or assignments, attend every
session and take responsibility for your own learning experience. Public health practice requires developing
professional relationships. We encourage you to engage each other in discussions about the topics, and rely
on each other for materials, notes or assistance.
Blackboard: We will use Blackboard to post course information and to communicate with the class. You
are already “signed-up” for Blackboard because it is linked with the course registration system. It is your
2 of 9
responsibility to check Blackboard regularly for course information, including discussion threads related to
course operations and assignments.
Grading Scale and Standards: Written assignments will be evaluated based on the content and clarity of
the response and writing quality.
For each assignment and exam, the instructor will use discretion to determine whether to apply a curve to the
distribution of scores. At the completion of the semester, grades will be based on the following:
A
AB+
B
100 – 93 (exceptional performance)
93 – 90
90 – 86
86 – 83
BC+
C
C-
83 – 80
80 – 77
77 – 73
73 – 70
F < 60.0
Class Policy Regarding Late Work and Examinations: In order to pass this course, you must turn in the
written assignment and exams in class on the due date. Unexcused late assignments will be deducted 5
percent points for each day beyond the due date. Assignments beyond 5 days late will not be accepted and
assigned a zero without legitimate written notice in advance of the due date and receiving written permission
for an alternative due date. Legitimate excuses include severe illness, death in the family, etc. Students are
expected to take the exams on the assigned dates. If you have a serious problem or schedule conflict that will
prevent you from taking an exam, you must notify the instructor in writing no later than 72 hours before the
scheduled date.
Religious Holidays: We respect an individual’s observance of religious holidays, and will accommodate
requests to reschedule assignment due dates and exams dates if they conflict with religious holidays. Please
notify me in writing (by email) during the first week of the semester of your need for a religious holiday
accommodation.
Academic Integrity: University policy on academic integrity located at:
http://www.gwu.edu/~ntegrity/code.html. Some examples of academic dishonesty include:
-
-
Cheating: Intentionally using or attempting to use unauthorized materials, information or study aids in
any academic exercise; copying from another student’s assignment or examination; submitting work for
an in-class exam that was prepared in advance; representing material prepared by another as one’s own
work; submitting the same work in more than one course without receiving prior permission from both
course instructors; violating rules governing administration of examinations; violating any rules relating to
academic conduct of a course or program.
Fabrication: Intentional and unauthorized falsification or invention of any data, information or citation in
an academic exercise.
Plagiarism: Intentionally representing the words, ideas, or sequence of ideas of another as one’s own in
any academic exercise; failure to attribute any of the following: quotations, paraphrases or borrowed
information.
Students with Disabilities: If you need an accommodation based upon the impact of a disability, please
contact the instructor privately to discuss your specific needs. Please contact the Disability Support Services
Office at 202-994-8250, Suite 242 Marvin Center, http://gwired.gwu.edu/dss, to establish eligibility and to
coordinate reasonable accommodations.
Adverse Weather/Class Cancellation: In the advent of inclement weather or any other emergency, the
School of Public Health and Health Services will follow the decision of the University, and we will follow the
SPHHS decision. Call the University hotline at (202) 994-5050 or check the GWUMC status button at
3 of 9
www.gwumc.edu. In the event of class cancellation, we will email you about rescheduling the lecture and/or
assignments.
* * * * *
Emergency Preparedness and Response Procedures: The University has asked all faculty to inform
students of these procedures, prepared by the GW Office of Public Safety and Emergency Management in
collaboration with the Office of the Executive Vice President for Academic Affairs.
To Report an Emergency or Suspicious Activity: Call the University Police Department at 202-994-6111
(Foggy Bottom) or 202-242-6111 (Mount Vernon).
Shelter in Place – General Guidance: Although it is unlikely that we will ever need to shelter in place,
it is helpful to know what to do just in case. No matter where you are, the basic steps of shelter in place
will generally remain the same.
• If you are inside, stay where you are unless the building you are in is affected. If it is affected, you
should evacuate. If you are outdoors, proceed into the closest building or follow instructions from
emergency personnel on the scene.
• Locate an interior room to shelter inside. If possible, it should be above ground level and have the
fewest number of windows. If sheltering in a room with windows, move away from the windows. If
there is a large group of people inside a particular building, several rooms maybe necessary.
• Shut and lock all windows (for a tighter seal) and close exterior doors.
• Turn off air conditioners, heaters, and fans. Close vents to ventilation systems as you are able.
(University staff will turn off ventilation systems as quickly as possible).
• Make a list of the people with you and ask someone to call the list in to UPD so they know where you
are sheltering and who is with you. If only students are present, one of the students should call in the
list.
• Await further instructions. If possible, visit GW Campus Advisories for incident updates
(http://CampusAdvisories.gwu.edu) or call the GW Information Line 202-994-5050.
• Make yourself comfortable and look after one other. You will get word as soon as it is safe to come
out.
Evacuation: An evacuation will be considered if the building we are in is affected or we must move to a
location of greater safety. We will always evacuate if the fire alarm sounds. In the event of an evacuation,
please gather your personal belongings quickly (purse, keys, GWorld card, etc.) and proceed to the nearest
exit. Do not use the elevator.
Once you have evacuated the building, proceed to our PRIMARY rendezvous location: the courtyard area
at 24th Street and New Hampshire Avenue (across from the 7-11 shop). In the event that this location is
not available, our SECONDARY rendezvous location is at the corner of 22nd and I Street (GWU Ambulatory
Care Center). From our rendezvous location, we will await instructions to re-enter Ross Hall.
Alert DC: Alert DC provides free notification by e-mail or text message during an emergency. Visit
GW Campus Advisories for a link and instructions on how to sign up for alerts pertaining to GW. If you
receive an Alert DC notification during class, you are encouraged to share the information immediately.
GW Alert: GW Alert provides popup notification to desktop and laptop computers during an
emergency. In the event that we receive an alert to the computer in our classroom, we will follow the
4 of 9
instructions given. You are also encouraged to download this application to your personal computer.
Visit GW Campus Advisories to learn how.
* * * * *
Session Outline: The required readings listed for each session should be completed before the beginning of
each class session.
5 of 9
1
Date
Topics
Jan 14 Human Population and Petroleum
Jan 21 MLK Day – no class
2
Jan 28 Coal and Natural Gas
3
Feb 4
Course Outline
Assignments (Full citations are listed below)
Class Exercise: Townhall Meeting
Nuclear Energy – Pros and Cons
Frumkin, Energy and Public Health: Peak Oil.
EIA, Coal and the Environment
Finkle, The Rush to Drill for Gas
Walsh, The Gas Dilemma
Project Due: Hydrofracking Paper Due
4 Feb 11 Electricity and Transmission
Feb 18 Presidents Day - no class
5 Feb 25 Air Pollution Impacts from Fossil Energy
6
Mar 4 Renewable Energy – Pros and Cons
Atlanta Olympics
EPA, Six Criteria Air Pollutants
Project Due: Hometown Air Pollution Due
Zeller, For Those Near The Hum of Clean Energy
Mar 11
Spring Break
Midterm Exam (First 1.5 hrs)
7 Mar 18
Personal Energy Use (Second 1 hr)
8 Mar 25 Sustainable Buildings and Communities
9
Apr 1 Global Climate Change Impacts
Climate Change Policy
Class Discussion: The Carbon Tax
Tour: LEED Building and GW Campus
Apr 15
Lead by Sophie Waskow at Sustainability Office
Tour with Office of Sustainability
Hoerling, Past Peak Water in the Southwest
Water Availability and Quality
Apr 22
Gilmer: Nev.'s water fight
Industrialization of Food (by Dr Price)
Project Due: Green Features Paper
APHA, Intersection of Public Health & Transportation
Apr 29 Transportation
Project Due: Personal Food Assessment Project
May 1 Group Presentations
Presentations Due
May ??
Final Exam
10 Apr 8
11
12
13
14
15
Movie “How the Earth Was Made” (History Channel)
Economist, How to Live with Climate Change
WHO, Protecting Health from Climate Change
Project Due: Personal Energy Assessment
Cooney, Climate and Infectious Disease
UN, The Implications of Climate Change on Water
Reading List
1. Frumkin, H, Hess, J., Vindigni, S., Energy and Public Health: Challenge of Peak Petroleum, Pub Health Reports. Vol. 124, pp. 5-19,
2009. (Available at:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2602925/pdf/phr124000005.pdf","http://www.ncbi.nlm.nih.gov/pmc/articles/
PMC2602925/pdf/)
2. U.S. Energy Information Administration (U.S. Department of Energy), Coal Explained: Coal and the Environment. Last
Reviewed: October 20, 2011. (Available at: http://www.eia.gov/energyexplained/print.cfm?page=coal_environment)
3. Smith, R., U.S. Foresees a Thinner Cushion of Coal, Wall Street Journal: Business Section, June 8, 2009. (Available at:
http://online.wsj.com/article/SB124414770220386457.html )
4. Finkel ML, Law A, The Rush to Drill for Natural Gas: A Public Health Cautionary Tale, Am J of Public Health, Vol. 101, No.5, pp.
784-785, May 2011. (Available at: http://ajph.aphapublications.org/cgi/reprint/101/5/784)
6 of 9
5. Walsh, B. Could Shale Gas Power the World ?, Time Mar 31, 2011. (Available at:
http://www.time.com/time/magazine/article/0,9171,2062456,00.html)
6. U.S. Environmental Protection Agency (EPA), Office of Air and Radiation (OAR). What Are the Six Common Air Pollutants?
(Basic Information and Health for Each Pollutant). Last Revised on July 1, 2010. Available at:
(http://www.epa.gov/oaqps001/urbanair/)
7. Zeller, Jr., T. For Those Near, the Miserable Hum of Clean Energy, The New York Times: Business Section (Energy and
Environment), October 5, 2010. Available at: http://www.nytimes.com/2010/10/06/business/energyenvironment/06noise.html?scp=1&sq=turbine%20noise&st=Search
8. American Public Health Association (APHA), At the Intersection of Public Health and Transportation: Promoting Healthy
Transportation Policy. 2010-2011. Available at: (http://www.apha.org/NR/rdonlyres/43F10382-FB68-4112-8C7549DCB10F8ECF/0/TransportationBrief.pdf)
9. VIDEO - History Channel, “How the Earth was Made” (http://www.youtube.com/watch?v=FOW5A7t5-Zo)
10. The Economist, “How to Live with Climate Change: It won’t be stopped, but its effects can be made less bad”, November 27, 2010.
(Available at: http://www.economist.com/node/17575027).
11. World Health Organization (WHO), Protecting Health from Climate Change: World Health Day 2008. (Available at:
http://www.who.int/world-health-day/toolkit/report_web.pdf)
12. Cooney, CM, Climate Change and Infectious Disease: Is the Future Here ?, Env Health Persp 119:9, Sep 2011
13. United Nations Educational, Scientific and Cultural Organization (UNESCO) United Nations World Water Assessment
Programme, The Implications of Climate Change on Water: Highlights on climate change from the UN World Water
Development Report 3: Water in a Changing World, SC-2010/WS/4, 2010. (Available at:
http://unesdoc.unesco.org/images/0018/001863/186317e.pdf)
14. Hoerling, M. and Eischeid, J., Past Peak Water in the Southwest, Southwest Hydrology, Jan 2007. (Available at:
http://www.swhydro.arizona.edu/archive/V6_N1/feature2.pdf)
15. Gilmer. E, CITIES: Nev.'s water fight -- slow-motion war over a thirsty future, ClimateWire, Jan 11, 2012. (Available at:
http://www.eenews.net/climatewire/2012/01/11/1)
Learning Objectives (First Half)
Petroleum
1. Explain how each major energy source is used and their relative contribution in the US energy mix.
2. Explain the definition of sustainable development according to the Brundtland Commission
3. Identify when global oil discoveries peaked.
4. Identify how much oil the US consumes in a day (in mbo)
5. Explain the many ways petroleum is used in your everyday lives.
Coal and Natural Gas
1. Explain Mountain top coal removal and its environmental hazards.
2. Identify the air pollutants of highest concern regarding coal plants (Hg, SOx, NOx, CO2)
3. Explain the shale gas “hydrofracking” process and the potential environmental issues.
4. List the types of air pollutants associated with natural gas and coal.
5. Explain the relative influence of methane and CO2 on warming.
6. Explain the pros and cons of nuclear power and the three ways water is used in a traditional nuclear plant
Electricity and Transmission
1. Know how many kWh a typical house uses per month
2. Convert between watts, volts and amps
7 of 9
3.
4.
5.
6.
7.
8.
Explain your circuits in your house electrical box
Explain the difference between gross energy and useful (net) energy
Explain the difference between peak and base power and the preferred sources for each
Explain the impact of renewable energy on spinning reserves
Rank order the relative cost of different energy sources
Explain the transmission and distribution structure and their environmental health impacts
Air Pollution
1. Describe each of the six (6) criteria air pollutants to include how they are emitted, their human health
effects and general corrective actions taken to mitigate the hazard
2. Explain how air dispersion complicates air pollution monitoring
Renewable Energy
1. Explain the concept of a renewable portfolio standard
2. Calculate power production from the capacity factor for any generation source
3. Distinguish the pros and cons of the two different types of solar power
4. Explain the pros and cons of the space based solar concept
5. Explain the challenges of wind power on a large scale
6. Explain the two different types of geothermal energy
7. Explain the role of hydroelectric power and the environmental effects of large dams
There will be exam questions on the assigned articles that may not be covered in class so be sure to
keep up on the readings.
Learning Objectives (Second Half)
Personal Energy Use
1. List the (3) three largest energy consumers in residential and commercial buildings.
2. List the order of the LEED colors (not the point structure)
3. Explain the concept of a passive solar home design
Built Environment
1. Match a process description to one of the five phases of the life cycle assessment framework
2. Explain the importance of life cycle assessment (LCA) in alternative energy decision making
3. Discuss the links between building efficiency and environmental/human health
4. Explain ways that the built environment impacts health and fitness
Climate Change
1. Explain the greenhouse effect and the influence of short-wave and long-wave radiation
2. Characterize the major greenhouse gases and their relative influence on climate
3. Identify the current CO2 concentration and the pre-industrial CO2 concentration
4. Identify the temperature and CO2 concentration cap agreed to in Copenhagen 2010 by the US and the
European Union
5. Know the general environmental and health implications of climate change
6. Distinguish between mitigation and adaptation efforts
7. Discuss take-back effects and the importance of health in making sustainable choices
8. Explain carbon capture and sequestration
9. Know what Scope 1, 2 and 3 means in GHG emissions for federal organizations
10. Explain strategies in how public health professionals can play a major role in shifting behavior to abate
climate change, reduce energy /water consumption and live a healthier lifestyle
Water and Food
8 of 9
1.
2.
3.
4.
Explain the two primary ways water is used in a thermal power generation plant
Explain the environmental implications of cooling tower water discharges
Explain how NOx emissions impacts the Chesapeake Bay and create “dead zones”
Know that once through cooling, hydropower and energy crops are the highest water consumers in
making electricity
5. Explain the link between the Ogallala Aquifer and sustainable food production
6. Explain the environmental health issues with industrial farming and dependency with fossil energy
Transportation
1. Explain the difference between hybrids, PHEV and BEV
2. Know the various charging station levels and how they will be used
3. Compare the average US household electricity use with charging an EV.
4. Explain how energy density impacts vehicle range
5. Describe the relative mix of vehicle types in the US (cars, trucks, motorcycles) and the average age of a
car in the US
6. Explain how the economy has affected driving miles and car sales in the US and BRIC countries.
7. Broadly understand the various feedstocks, processes and energy outputs
8. Explain the challenges in biofuels and implications of annual versus perennial agriculture
Group Presentations
Each group will provide two (2) testable learning objectives for the class
There will be exam questions on the assigned articles that may not be covered in class so be sure to
keep up on the readings.
9 of 9