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This study compares the environmental impacts of petrol, diesel, natural gas, and electric vehicles using a process-based attributional life cycle assessment (LCA) and the ReCiPe characterization method that captures 18 impact categories and the single score endpoints. Unlike common practice, we derive the cradle-to-grave inventories from an originally combustion engine VW Caddy that was disassembled and electrified in our laboratory, and its energy consumption was measured on the road. Ecoivent 2.2 and 3.0 emission inventories were contrasted exhibiting basically insignificant impact deviations. Ecoinvent 3.0 emission inventory for the diesel car was additionally updated with recent real-world close emission values and revealed strong increases over four midpoint impact categories, when matched with the standard Ecoinvent 3.0 emission inventory. Producing batteries with photovoltaic electricity instead of Chinese coal-based electricity decreases climate impacts of battery production by 69%. Break-even mileages for the electric VW Caddy to pass the combustion engine models under various conditions in terms of climate change impact ranged from 17,000 to 310,000 km. Break-even mileages, when contrasting the VW Caddy and a mini car (SMART), which was as well electrified, did not show systematic differences. Also, CO2-eq emissions in terms of passenger kilometers travelled (54–158 g CO2-eq/PKT) are fairly similar based on 1 person travelling in the mini car and 1.57 persons in the mid-sized car (VW Caddy). Additionally, under optimized conditions (battery production and use phase utilizing renewable electricity), the two electric cars can compete well in terms of CO2-eq emissions per passenger kilometer with other traffic modes (diesel bus, coach, trains) over lifetime. Only electric buses were found to have lower life cycle carbon emissions (27–52 g CO2-eq/PKT) than the two electric passenger cars.
A new comprehensive evaluation system presented here allows to compare and to quantify education for a sustainable development (ESD) in degree programs. The evaluation is based on a criteria system working with three hierarchic levels. The highest level considers a list of 35 indicator terms. Primarily, the two most popular undergraduate (bachelor’s) degree programs in Germany (mechanical engineering, ME, and business administration, BA) have been reviewed for ESD contents based on the new evaluation scheme. Additionally we reviewed and quantified ESD subjects and their temporal changes in the entire bandwidth of degree programs of a university (Umwelt-Campus Birkenfeld, University of Applied Sciences Trier), back to 1999. Moreover, a spot check on international ME and BA bachelor’s degree programs was performed. Through our reviews, we found a high number of elective classes dedicated to ESD particularly in BA bachelor programs. However, the percentage of compulsory classes related to ESD is relatively low with 5-6 % in both ME and BA programs, respectively. The spot check on degree programs outside Germany revealed similar results. Analysing the time trend at Umwelt-Campus Birkenfeld, a considerable share of ESD that was part of the original diploma degrees was moved to what are now master’s degrees.