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  Last Stand in the classroom  
Last Stand emphasizes sustainability in recent presentations at Key West High School
The Leadership in Environmental Conservation and Sustainability (LECS) program, made possible by a grant from the Community Foundation of the Florida Keys (link to CFFK's website), got underway in April and May, with classroom presentations by four Last Stand volunteers.  The volunteers, board members of Last Stand, gave presentations on conservation and alternative resources to 9th-grade science students of Key West High School teacher Joy Smith. 

Topics included water resources, solar power, wind power, and hydroponic gardening. 

George Halloran spoke to the classes about water.  His talk included a history of water consumption in the Keys, from the pre-pipeline (pre-1941) days when all residents used cisterns and wells, to the present, with all our water coming from FKAA well fields in Florida City and with unprecedented demands for more water. The Keys are limited to 17 million gallons per day, and our peak consumption is at or near the limit, with any increase in our allotment unlikely. Mr. Halloran described the freshwater lenses that lie beneath Key West and several other larger islands in the Keys.
Named for their shape (like that of a lens) they are shallow deposits of rainwater which collects in the pervious subsurface rock and floats on top of saltwater. While sizeable, Keys freshwater lenses, which depend on rainfall, aren't extensive enough for a dependable water source, but could be useful in emergencies, and for things such as watering gardens.  While our water supply from the mainland is the cleanest in South Florida despite the pipe travel time, our water supply is susceptible to saltwater intrusion into the Florida City wells.  Rising sea-level and excavation for development and rock quarries in South Miami-Dade threaten our water supply in that way.

Mr. Halloran had the encouraging news that the Aqueduct Authority is once again encouraging cisterns, that moves are afoot to exploit reuse of treated wastewater for irrigation, and that composting toilets (using no water) may get a nod of approval as enlightened minds have more influence.  He closed by expressing his hope that bright young minds such as those at KWHS can turn things around once they get their hands on the controls.

 
Mick Putney's presentation was on solar energy, which is fitting since he and his wife live in a solar home they built themselves on No Name Key... not connected to the power grid or water pipeline.

The burning of fossil fuels to make electricity is a tremendous waste of a precious commodity and has a terrible cost to the environment.  One answer to this destruction is solar power... most commonly, solar panels using silicon to convert sunlight directly into electricity.

A solar system consists of four elements: solar panels to generate the current, a charge controller to regulate it, a battery to store the electricity for when the sun is not available, and an inverter to transform the electricity to the type used in modern houses. A system producing 2,500 watts will operate a typical household (except for air conditioning) and costs $20,000 to $25,000.

Americans waste an incredible amount of energy. They use over twice as much per capita as the residents of other advanced nations. Much of this waste can be eliminated without much inconvenience, for example, by using compact fluorescent light bulbs. Another large waste is in what solar people call "ghost loads;" appliances which draw current 24/7 such as cordless phones or televisions. Anything which has a remote, or a small black box plugged into the outlet draws current continuously. The amount in each case is small, but the cumulative demand constitutes a significant portion of America's electrical consumption.

Since a solar house has a finite amount of power available, solar living automatically teaches conservation. Residents in solar houses find that conserving is generally painless, and can produce virtuous feelings.

Dennis Henize spoke to Ms. Smith's classes about wind as an energy source, and being a meteorologist by profession, touched on a few global warming issues.

He highlighted what parts of the country are feasible for large-scale generation of electricity by wind power.  That generally does not include the southeast U.S., unfortunately, because wind is not strong or reliable enough.  Wind power holds much promise, though.  Worldwide, and to a lesser extent nationwide in the U.S., wind is supplying a greater percentage of electricity needs. 

Problems with wind energy are mainly with distribution and storage. Optimum wind for generating electricity is often far from where the power is needed... and generation depends on the strength of the wind rather than on demand for electricity.  (With fossil-fuel-powered plants, output can be increased to meet demand.)

In some places, a storage means is to pump water uphill by electricity from wind generators, into reservoirs.  In turn, the water, which can be released when needed, turns turbines to make electricity (hydro-electric).  Other relatively simple technologies, such as using wind-made electricity to separate water into oxygen and hydrogen (electrolysis) has promise both for storage (hydrogen can be stored in tanks  and burned as a fuel) and distribution (it could be transported in pipelines).

Mr. Henize briefly touched on global warming, explaining to the students that among the numerous consequences of global climate change, some are more likely than others... and that some are wildly speculative.  For example, it is known that sea-level has risen approximately a foot in the last 100 years, and that the rate of rise is about twice as high now as at the beginning of the last century.  The rate at which it will continue to rise, however, is highly speculative.   He also touched on the subject of "feedback mechanisms " and how they can be either positive or negative... such as the loss of polar ice.  Ice and snow reflect sunlight very effectively, and as ice disappears at the poles and darker ground (or water) becomes exposed, more sunlight is absorbed, more heating... a positive feedback.  Warmer oceans means more evaporation, and in some places that means more clouds, which could shade some places and actually decrease warming... a negative feedback.  Many such reactions occur in nature, and a lot of the consequences of global warming will be impossible to predict.

 
Mimi Stafford's presentation was on hydroponic gardening.  She shared with the students her 30 years' experience gardening in the Keys, using both organic soil gardening and hydroponics.  She related the history of hydroponic gardening, the types of systems and methods used, and the benefits of this intensive form of food production.

The merits and satisfaction of growing some of one's own food, as well as the peace of mind knowing that the food is healthy and fresh and pesticide-free, were key points of her presentation. She also stressed the environmental merits of hydroponics as it uses far less water and nutrients to produce the food, and does not contribute to ground water contamination by nitrates and phosphates.

The classroom presentations were recorded by Mr. Ed Smith's media class, and will be edited for a DVD for the school library and for distribution to other Monroe County schools.

The next phase of the LECS program, involving a greenhouse project, will get underway next school year.

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