CHPR2022 Assignment 1 Your Personal Carbon Footprint

Assessment Task

The report will contain two sections:

• The first part of the report details your individual CO₂ footprint averaged over the last two years. This should consider emissions from your use of transport (car, bus, train, airplane), energy use (electricity, natural gas etc most likely through home use) and emissions from waste production (disposal of food waste, paper cardboard etc). Of course, these will be approximations and some apportionment will need to be considered (what percentage of home electricity usage should be attributed to you individually etc). This section should have a brief discussion of the major emission sources you are responsible followed by a calculation of the amount of CO₂ equivalent emissions produced. There will be resources and a demonstration on how to calculate these emissions in class and on LMS.
• The second part of the report is a discussion from your perspective on how (with your current knowledge at this time) you could reduce your emissions and what cost that would have on you. The cost could be money (cost of installing roof top solar, buying electric car, etc) or the cost could be time (catch public transport but now taking 45 min to get to work vs 20 min in a car, for example).

Summary of Assessment Requirements

This assessment requires students to prepare a two-part report :

1. Calculation of Individual CO₂ Footprint (Past 2 Years)

   • Identify sources of emissions: transport (car, bus, train, airplane), home energy use (electricity, natural gas), and waste production (food, paper, cardboard, etc.).
   • Estimate personal share of emissions (e.g., percentage of household electricity attributable to individual use).
   • Provide a brief discussion of major emission sources.

   • Calculate CO₂ equivalent emissions produced, using provided resources and in-class demonstrations.

2. Discussion on Reducing Emissions

   • Suggest practical strategies to reduce emissions with current knowledge.
   • Consider both financial costs (e.g., installing solar, buying EV) and non-financial costs (e.g., extra travel time when using public transport).
   • Reflect on feasibility, personal lifestyle impact, and sustainability.

Academic Mentor’s Step-by-Step Guidance

The academic mentor guided the student through a structured process to ensure clarity, accuracy, and reflection:

Step 1: Understanding the Task

The mentor explained the dual structure of the report — first calculating emissions, then reflecting on reduction strategies. This helped the student see the balance between quantitative (calculation-based) and qualitative (discussion-based) components.

Step 2: Identifying Emission Sources

Together, the mentor and student listed daily activities contributing to emissions, grouped into transport, energy use, and waste production . The mentor advised approximating contributions (such as share of household electricity) logically and consistently.

Step 3: Applying Calculation Methods

Using class resources and LMS tools, the mentor demonstrated how to apply CO₂ conversion factors for each activity (e.g., liters of petrol → kg CO₂). The student then performed calculations, cross-checking accuracy and ensuring transparent assumptions.

Step 4: Analyzing Major Emission Sources

The mentor guided the student to highlight which categories (e.g., frequent car travel, electricity-heavy appliances) had the greatest impact, encouraging interpretation rather than just raw numbers.

Step 5: Developing Reduction Strategies

The mentor encouraged brainstorming realistic emission reduction actions — from switching to public transport, reducing waste, or adopting renewable energy. Each idea was assessed for financial feasibility (e.g., cost of rooftop solar) and lifestyle/time costs (e.g., longer commute with buses).

Step 6: Structuring the Report

The mentor advised a clear structure:

• Part A: Calculation + discussion of current footprint.
• Part B: Reflection on reduction strategies with cost implications.
  The student was guided to maintain academic tone, proper referencing, and logical flow.

Outcome and Learning Objectives Achieved

By the end of the process:

• The student produced a comprehensive CO₂ footprint analysis supported by transparent calculations.
• Reduction strategies were practical, cost-aware, and critically evaluated .
• The student demonstrated an understanding of:
  • Environmental accountability in daily life.
  • Application of quantitative methods to real-world data.
  • Reflective thinking about personal responsibility and sustainability.
  • Balancing environmental goals with economic and social realities.

The final report not only met the assessment requirements but also helped the student internalize the importance of sustainable practices and decision-making in everyday life.

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