The Great Green Fleet: Freedom from Fossil Fuel,
Operation Sea Orbit and the Nuclear Navy
Donald G. Belle, Outreach Educator, William S. Schmidt Outdoor Education
Center, Brandywine
Instructional Goal:
In this unit of study students will gain a basic understanding of programs developed by the
Energy, Environment and Climate Change programs of the Navy. These programs will relate to
environmental topics including renewable/alternative energy, methods for estimating
populations, and the interrelationship between humans and energy/biological resources.
NGSS References:
HS-LS2-7 Ecosystems: Interactions, Energy, and Dynamics
Design, evaluate, and refine a solution for reducing the impacts of human activities on the
environment and biodiversity.
Background:
The U.S. Navy serves as a global force, protecting our citizens at home and abroad, while
keeping the seas free for all who sail upon them. The Navy is also committed to reducing our
dependence on fossil fuels and setting standards for environmental stewardship. The Energy,
Environment and Climate Change programs of the Navy are developing and implementing
initiatives that will increase the use of alternative energy, conserve the world's resources, and
study the effects of climate change.
As technology transitioned ships from sail to fossil fuels in the 19th century and ship sizes
increased as a result, the coal-fired "Great White Fleet's" 14 month circumnavigation of the
world was a key event for the U.S. Navy. Later, the transition from coal to oil to nuclear power
in the 20th century was marked by a similar cruise: Operation Sea Orbit, the circumnavigation of
the world in under 2 months by the all-nuclear Task Force ONE. Without an ounce of food, fuel,
or supplies replenished during the voyage, the three nuclear powered ships sailed without the
need for wind or fossil fuel for propulsion. Now, faced with new 21st century challenges, the
U.S. Navy has established several task forces to investigate more efficient and sustainable
programs for its non-nuclear powered ships and its aircraft and vehicles.
The Navy energy task force focuses on making energy production more efficient and sustainable.
In order to accomplish this mission current operational techniques and energy consumption are
evaluated and improved. Alternative and renewable energies are researched, developed, and
tested in the field and at home. Secretary of the Navy, Ray Mabus, has set a goal to provide 50%
the Navy's power needs using alternative fuels by 2020. In July 2012, the Navy demonstrated
this commitment by launching a "green" strike group which contained ships and aircraft running
on biofuels and nuclear power (aircraft carrier and submarine). Investing in energy will give the
Navy a strategic advantage as it depends less on foreign energy supplies.
The Navy environmental stewardship task force focuses on minimizing the effect of Navy
operations on the environment. Environmental policies are considered during the planning and
execution of all operations to ensure that environmental regulations are followed at sea and on
shore. The Navy also works to monitor and study the effect of the Navy's ecological footprint on
marine life and water quality. One of the ongoing projects aimed at protecting natural resources
is the marine mammal research program. Navy researchers improve methods of determining the
locations, population size, and effect of navy generated sounds on marine mammals.
The Navy climate change task force focuses on examining how the changing Arctic and global
environment will effect naval operations including changing water resources, changing
weather/storm patterns, the consequence of sea level rise on naval installations and nations
around the world, and humanitarian aid and disaster response. Since the United States is an
Arctic nation where climate change is increasingly altering the environment there is a need to
gather data and strengthen prediction models to develop strategic goals for the area.
Resources:
Video “Navy Sonar and Environmental Stewardship” https://www.youtube.com/watch?v=BXcAglCyrF0
To continue its mission and protect marine mammals, the Navy has studied the potential effects
of its sonar activities and developed protective measures to minimize potential impacts to marine
mammals.
Video “Marine Corps Pursues Alternative Energy on the Battlefield”
https://www.youtube.com/watch?v=xQCriQArXRo
The Expeditionary Energy Strategy dictates that by 2025 the Marine Corps will use 50% less
fuel on the battlefield as it does today. This report from Helmand province, Afghanistan, tells
how the Marines' latest technologies are powering potentials on the front lines.
U.S. Navy Energy, Environment, and Climate Change web page: http://greenfleet.dodlive.mil/home/
The "Great White Fleet"
The "Great White Fleet" sent around the world by President Theodore Roosevelt from 16
December 1907 to 22 February 1909 (14 months) consisted of sixteen new coal powered
battleships of the Atlantic Fleet. The battleships were painted white except for gilded scrollwork
on their bows. See the Navy’s website:
https://www.history.navy.mil/browse-by-topic/exploration-and-innovation/world-cruise.html
U.S. Navy Nuclear Task Force ONE http://www.usnavymuseum.org/Ex1_NuclearPropulsion.asp click on Learn More.
U.S. Navy Nuclear Task Force ONE 1964 sails around the world in 54 days, video time 14:35 to
22:45. Also found at: https://www.youtube.com/watch?v=svLl9sjZ2vQ#t=13 .
Activity 1
Navy Nuclear Power and the Navy's World Cruises: The Great White Fleet,
"Operation Sea Orbit" and the Great Green Fleet
Objective:
Compare the Navy's Great White Fleet, Nuclear Task Force ONE, and the Great Green Fleet as
the U.S. Navy strives to maintain freedom of the seas while becoming free from traditional fossil
fuels.
Materials:
Internet access to read/view the below and investigate your ideas:
The Great White Fleet: https://www.youtube.com/watch?v=j1nHT8fezbo
A short 5 minute student-produced video using source documents, chronicling the 14 month
voyage of the Great White Fleet
SECNAV Discusses Great Green Fleet: http://www.navy.mil/viewLdrVideo.asp?id=505
The Secretary of the Navy discusses The Great Green Fleet demonstration, being done during the
2012 "Rim of the Pacific" exercise.
USNS Henry J. Kaiser Prepares for RIMPAC 2012 Great Green Fleet Demonstration:
http://www.navy.mil/viewVideo.asp?id=17226
USNS Henry J. Kaiser prepares for RIMPAC Great Green Fleet demonstration; the Great Green
Fleet will sail in 2016.
U.S. Navy Nuclear Task Force ONE: U.S. Navy Nuclear Task Force ONE 1964 sails around the
world in 54 days, video time 14:35 to 22:45 in the link below:
https://www.youtube.com/watch?v=svLl9sjZ2vQ#t=13 .
The Naval History and Heritage Command summary of Operation Sea Orbit:
https://www.navalhistory.org/2012/08/01/operation-sea-orbit
The 1964 History of USS Enterprise (CVN-65):
https://www.history.navy.mil/content/dam/nhhc/research/archives/command-operationreports/ship-command-operation-reports/e/enterprise-cvn-65-viii/pdf/1964.pdf
The "Great White Fleet": The fleet sent around the world by President Theodore Roosevelt from
16 December 1907 to 22 February 1909 (14 months) consisted of sixteen new coal powered
battleships of the Atlantic Fleet. The battleships were painted white except for gilded scrollwork
on their bows.
https://www.history.navy.mil/browse-by-topic/exploration-and-innovation/world-cruise.html
Instructions:
Using the List of Questions below, complete the items described about USS Enterprise (CVN
65), the Great White Fleet, and the Great Green Fleet from the provided links.
For the past half century, one ship has served as the backbone of the U.S. Navy. On 25
November 2011, USS Enterprise (CVN 65) celebrated the 50th anniversary of her
commissioning. Enterprise is the oldest aircraft carrier in the U.S. fleet, and was also the first
nuclear-powered aircraft carrier in the world. From her involvement in the U.S naval blockade
during the Cuban Missile Crisis, to launching air strikes against the Viet Cong during the
Vietnam War, to her support in Operations Enduring Freedom and Iraqi Freedom, Enterprise has
lived up to her motto of "We are Legend.” Enterprise has completed her final deployment. The
"Big E" began the deactivation process in November 2012 with a decommissioning date of 2015.
To paraphrase Secretary of the Navy John B. Connally Jr. at the Big E's commissioning
ceremony, she has reigned a long, long time as queen of the seas.
Questions:
1. Review the 1964 source document, the annual ship history report from the “Big E” above, plus
view the short history of Task Force ONE in “Operation Sea Orbit’ (video and naval history blog
above).
a. What is the source of energy, propelling the ships of Task Force ONE?
b. What limits a nuclear ship’s endurance (surface ship or submarine)?
c. When USS Seawolf (SSN 575) joined the Enterprise, Long Beach, and Bainbridge in a May
1964 exercise, what “first” was established in naval operations?
d. What significance does USS Enterprise’s operation of 8 nuclear reactors for five decades have
for future energy decisions?
e. Why do you think some people are opposed to nuclear energy, in particular Japanese people?
2. Review the short history of the Great White Fleet in the link above, and the student video
produced from Navy source documents, also above.
a. Prior to coal, what were the main sources of energy for ship propulsion?
b. How does the voyage of the Great White Fleet compare to the voyage of Task Force ONE in
Operation Sea Orbit?
c. Between the Great White Fleet’s 14 month cruise around the world on coal power and Task
Force ONE’s cruise on nuclear power, what was the main type of fuel used for ship and
submarine propulsion?
d. Other than our nuclear powered submarines and aircraft carriers today, what type of
propulsion do you think is predominant in today’s Navy? Why?
3. What is the Navy’s Green Hornet and the Great Green Fleet? View the internet for clues, and
see the last two video links above.
a. How does the Green Navy compare to today’s Navy fleet of nuclear powered and gas turbine
ships?
b. When will the Navy’s Great Green Fleet “set sail”? Has it sailed recently?
c. How do you think the Great Green Fleet will compare to the Great White Fleet?
4. What do you think happens to a ship when it reaches its end of useful life?
Answers to questions follow Activity Four
Activity 2
Biofuels
Objective:
Introduce students to the economic and environmental impacts of using biofuels while evaluating
the advantages/disadvantages of biofuels.
Materials:
Navy Currents Article: http://usnavymuseum.org/pdf/Win11_From_Seed_To_Supersonic.pdf
Biodiesel Basics Information Guide:
http://usnavymuseum.org/pdf/Biodiesel_Basics_Information_Guide.pdf
CNO Update from USS Nimitz: https://www.youtube.com/watch?v=pwSAhEmmmN0
The demonstration Great Green Fleet was launched in July 2012 using the fuels developed in the
"From Seed to Supersonic" article.
The U.S. Navy Green Fleet site: http://greenfleet.dodlive.mil/energy/great-green-fleet/
Flight Ready: Fueling the Fleet of the Future:
http://www.navair.navy.mil/index.cfm?fuseaction=home.VideoPlay&key=65F9888C-5A124880-9103-D21B66E5C3AB
With biofuels, research chemists at China Lake's Naval Air Warfare Center Weapons Division
are unlocking energy stored in plants to create fuel for the 21st century.
Activity Instructions:
Part 1: View the Biofuels video linked above as an introduction. Answer the discussion
questions listed in the Activity 2 Worksheet below.
Part 2: Read the "From Seed to Supersonic" in the link above, and answer/discuss the
corresponding questions in the Activity 2 Worksheet below. This article describes another
biofuel developed by the Navy.
Part 3: View the Navy video "CNO Update from USS Nimitz", linked above. The
demonstration Great Green Fleet was launched in July 2012 using the fuels developed in the
"From Seed to Supersonic" article.
Part 4: Biodiesel is one of the biofuels that students are probably familiar with. Read the first
page of the Biodiesel Basics Information Guide (from the U.S. Department of Energy) and
answer the Biodiesel Basics questions in the Activity 2 Worksheet below.
Part 5: Each student, write a report (2 to 4 pages) discussing how biofuels are processed, the
connection between plants and biofuels, and why biofuels are needed. Some additional factors
that students can consider (but are not limited to) include the cost effectiveness of biodiesel and
other alternative fuels. The effect of mass producing biofuels on farmers or land use? The effect
of mass producing biofuels on national security?
Activity 2 Worksheet Questions
Part 1- View the Biofuels
(http://www.navair.navy.mil/index.cfm?fuseaction=home.VideoPlay&key=65F9888C-5A124880-9103-D21B66E5C3AB ) as an introduction. Some potential discussion questions are listed
below:
a. Where do we get gasoline?
b. What are biofuels and why do we need them?
c. What is the relationship between biofuels and photosynthesis?
d. What is the primary component of plant biofuel?
e. What are some everyday items that can be used to make biofuels?
f. Why is the freezing point of butanol important?
g. Why is butanol so versatile?
h. Would butanol or other biofuels be considered renewable? Why or why not?
Part 2- Read “From Seed to Supersonic” and answer/discuss the corresponding questions. This
article describes another biofuel developed by the Navy.
From Seed to Supersonic Article Questions
1. Analyze the requirements for new biofuel set by the Navy Fuels Team. Why do think they
made these specific requirements?
2. Why were corn and soy-based biofuels not appropriate for this project?
3. What are the advantages of camelina?
4. What is transesterification?
5. Is camelina the only feedstock that can be used for Navy flight?
6. In your own words, describe the testing conducted before the biofuel was allowed to be used
in test flights.
7. What are the environmental benefits of the new biofuel?
8. What are some advantages of using algae as a base for biofuels?
9. How has the Navy led the way in the past regarding energy change?
Part 3 - View the Navy video “CNO Updates from USS Nimitz”:
https://www.youtube.com/watch?v=pwSAhEmmmN0
The demonstration Great Green Fleet was launched in July 2012 using the fuels developed in the
“From Seed to Supersonic” article.
Part 4- Biodiesel is one of the biofuels that students are probably familiar with. Read the first
page of the “Biodiesel Basics” (from the U.S. Department of Energy) and answer the questions
on the “Biodiesel Basics” below.
Biodiesel Basics
1. What is biodiesel?
2. What would B35 be composed of?
3. Why is it recommended to use B20 made with No.2 diesel manufactured for cold weather in
very cold conditions?
Data Analysis – Use the graph below to answer questions (graph is from U.S. Department of
Energy, http://www.afdc.energy.gov/fuels/biodiesel_benefits.html ). In the graph (HC) =
hydrocarbons, CO = carbon monoxide (CO), PM = particulate matter, NOx = nitrogen oxides.
1. Compared to diesel, pure biodiesel (B100) reduces particulate matter by what percent?
2. Compared to diesel, B80 reduces hydrocarbons by what percent?
3. Compared to diesel, what effect does pure biodiesel (B100) have on nitrogen oxides?
Part 5 – Each student, write a report (2 to 4 pages) discussing how biofuels are processed, the
connection between plants and biofuels, and why biofuels are needed. Some additional factors
that students can consider (but are not limited to) include the cost effectiveness of biodiesel and
other alternative fuels. The effect of mass producing biofuels on farmers or land use? The effect
of mass producing biofuels on national security?
Answers to questions follow Activity Four
Activity 3
Sonar and Environmental Stewardship
Objective: This activity presents students with the issue of integrating environmental
stewardship and advanced science into the real world need of providing national security and
protecting natural resources (marine mammals). Students will view a video covering Navy
sonar and environmental stewardship and discuss the implications of using active sonar in waters
that marine mammals call home.
PACIFIC OCEAN (Jan. 27, 2008) While standing watch aboard the Arleigh Burke-­‐class guided missile destroyer USS Momsen (DDG 92), Boatswain's Mate Seaman Alden Fenton discusses some of the training he has received to help him spot and identify marine mammals with a journalist from Reuters. Secretary of the Navy (SECNAV) The Honorable Dr. Donald Winter visited Momsen with members of the press to observe protective measures Navy employs to protect marine mammals during joint task force exercise. Momsen and other members of the USS Abraham Lincoln Strike Group are participating in a joint task force exercise off the coast of Southern California. U.S. Navy photo by Mass Communication Specialist 2nd Class James R. Evans (Released) Materials:
Navy Sonar and Environmental Stewardship Video Questions (below)
Video (http://www.youtube.com/watch?v=BXcAglCyrF0&feature=youtu.be )
Navy Sonar and Environmental Stewardship
Instructions: Watch the video linked above, then answer the following questions. Discuss
the answers to the questions with your team or class, then complete the writing assignment
described below.
Navy Sonar and Environmental Stewardship Video
Questions
1. In what ways do marine animals rely on acoustics?
2. Why might the Navy be especially interested in
coastal water?
3. What is the Navy’s most effective means for
identifying and detecting submerged enemy vessels?
4. What is the difference between active and passive
sonar?
CORAL SEA (July 13, 2009) Boatswain's Mate 3rd Class Morgan Baker, assigned to the forward-­‐deployed amphibious assault ship USS Essex (LHD 2), looks over the marine mammal recognizer while standing boatswain mate of the watch on the bridge. (U.S. Navy photo by Mass Communication Specialist Seaman Taurean Alexander/Released 5. Why doesn’t the Navy just use passive sonar?
6. Why has the Navy’s use of active sonar been controversial?
7. What are some protective measures taken by the Navy to avoid or minimize the impact
of sonar on marine mammals?
8. What does Dr. Darlene Ketten from the Woods Hole Oceanographic Institution do?
9. What conclusion does Dr. Ketten make and what evidence does she use to support it?
10. Does Dr. Ketten’s conclusion mean that the Navy should stop researching the effect of
sonar on marine mammals?
11. Writing Prompt
You are a naval marine scientist working with the Marine Mammal Protection group.
The Navy has commissioned you to write a short report describing the niche of
dolphins or whales in a coastal marine environment. Discuss the abiotic and biotic
factors that affect the marine mammals. Create a coastal oceanic food web and explain
the effect on the food web if the dolphins or whales are harmed by the use of active
sonar. Lastly, develop a plan to monitor and train in this area using active sonar while
minimizing the effect on the marine mammals.
For the most recent information, visit the Green Fleet website link
http://greenfleet.dodlive.mil/environment/marine-mammals-ocean-resources/ .
Answers to questions follow Activity Four
Activity 4
Marine Mammal Abundance Determination
Objective: Students will estimate population size to determine the density of animal populations.
Materials:
Lab sheet
Bowl or other container
Small paper cup
Cheddar goldfish crackers
Colored or pretzel goldfish crackers
Calculators
Computer with Internet
Instructions:
1. Problem:
One of the goals of the Navy is to study the density and projected locations of marine mammals
in order to better understand marine populations. Understanding marine populations will help
guide decision making to minimize negative human impact on marine life. How can you
determine how many animals are in a population without counting every organism? You are in
charge of a Navy research team and your mission is to determine the number of dolphins in a
region off the coast of the United States. Describe (in detail) below how you would accomplish
this mission.
2. Worksheet/Procedure/DATA TABLE/Calcualtions/Questions
Materials:
Lab sheet
Bowl or other container
Small paper cup
Cheddar goldfish crackers
Colored or pretzel goldfish crackers
Calculators
Computer with Internet
Procedure:
This activity simulates a population census technique commonly used by wildlife biologists in
the field called mark-recapture sampling (or tagging). Mark-recapture sampling is based on
estimating a whole population by carefully counting and marking a small sample. First the
biologists capture and tag/mark a small sample of the desired species. The animals are returned
unharmed to their environment to redistribute themselves among the population. Over a long
period of time, animals from the population are trapped and data is taken on how many on how
many are captured with tags. Using a simple ratio, the biologist can estimate the population.
1. Collect your materials (bowl of goldfish, small cup, colored goldfish)
2. Make an estimate of how many goldfish are in the bowl/container
3. Use the small cup to collect a sample by scooping a cup of goldfish from the bowl and
count them. This is your number of originally tagged fish.
4. To tag these goldfish, replace them with the same number of colored/pretzel goldfish.
5. Release the tagged goldfish back into the population (bowl) and mix thoroughly so they
can be redistributed among the population.
6. Without looking, collect another sample by scooping another cup of goldfish. Count the
total number of goldfish in your sample. Count the number of tagged goldfish in your
sample (number of tagged fish in sample). Record these numbers in your table.
7. Mix the populations and continue taking sample until you have 10 samples (sample sizes
do not have to be identical, but should be similar)
8. Average your data, then predict the population size calculation below.
9. Finally, answer and discuss the questions.
DATA TABLE (fill-in)
Trial Number Number of tagged Total fish in sample fish in sample 1 2 3 4 5 6 7 8 9 10 Mean: Predicting Population Size How do we calculate the population estimate? If a specific number of individuals are captured, marked, and released into the wild population, it is possible to estimate the total population using the following ratio: POPULATION SIZE TOTAL SAMPLE SIZE TAKEN OUT -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ == -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ NUMBER ORIGINALLY TAGGED NUMBER OF TAGGED FISH IN SAMPLE TOTAL SAMPLE SIZE TAKEN OUT # ORIGINALLY TAGGED POPULATION SIZE = -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ x # OF TAGGED FISH IN SAMPLE Using your information, find the predicted population size: __________________ Now, count your entire population and determine how close your estimate was. Actual population: ____________ Percent Error = Estimated Population X 100% = -­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­-­ __________% Actual Population Questions and Discussion
1. Compare the actual size to the estimated size. Did you overestimate or underestimate?
2. What could cause your results to be off from the actual population?
3. What do the goldfish represent in this activity? What do the colored/pretzel goldfish
represent?
4. How would the number of samples affect your results?
5. How will knowing the population size of dolphins in this area of the ocean affect the
Navy’s use of sonar?
Extension
1. Determine two species of animal this technique would work well for, and explain why.
2. Determine at least one species of animal this technique would not work well for, and
explain why.
3. Use the internet and/or other resources to evaluate at least two other method of
determining population size. Give examples of each, the best use of each method, and
explain factors that affect data collection with each method.
4. Create a list of questions you would ask a wildlife scientist regarding estimating
populations. Contact/ interview a wildlife scientist that uses the mark-recapture
technique or a method you researched. Ask about their experiences estimating
populations.
5. Research some of the new methods being used (or developed) by the Navy to track
marine mammals and/or other organisms. Compare the new method/s to the markrecapture method.
For the most recent information, visit the Green Fleet website link
http://greenfleet.dodlive.mil/environment/marine-mammals-ocean-resources/ .
Activity 1 Answers:
1. Review the 1964 source document, the annual ship history report from the “Big E” above, plus
view the short history of Task Force ONE in “Operation Sea Orbit’ (video and naval history blog
above).
a. What is the source of energy, propelling the ships of Task Force ONE?
Nuclear energy, from the controlled fission of uranium in the core of the nuclear reactors of the
three ships: USS Enterprise, USS Long Beach and USS Bainbridge.
Fission produces heat within the reactor core, which is transferred to the primary coolant (fresh
water flowing through the core) as it flows through the core flow channels. This hot coolant then
transfers heat to a secondary system in the steam generators. The steam flows to electrical
turbine generators and propulsion turbines, providing mechanical energy to produce electrical
energy and also to spin the ships’ propellers.
See the nuclear propulsion video in the Cold War Gallery website:
(http://www.usnavymuseum.org/Ex2_Power.asp ) and from the Cold War Gallery You Tube
Channel at http://www.youtube.com/watch?v=6wWhxbgSrTQ&feature=player_embedded .
b. What limits a nuclear ship’s endurance (surface ship or submarine)?
The amount of food and supplies the ship can carry. Operation Sea Orbit was the idea of Adm.
John S. McCain, Jr., the father of Senator John McCain. Adm. McCain was not a navy nuclear
officer, but he recognized the advantages offered by nuclear energy. He used Operation Sea
Orbit to demonstrate to the world that nuclear power was safe, reliable, and full of potential. The
USS Enterprise is a testament to the durability, safety and reliability of nuclear power plants.
The ship has eight Westinghouse pressurized water reactors that provide all the energy required
for the equivalent of a small city generating electricity, launching aircraft, distilling water,
(submarines also make their own oxygen), and driving that massive ship through the water at
speeds in excess of 30 knots. The reactors have operated day in and day out for over fifty years
with five thousand sailors living and working within a few hundred feet of the reactors all the
time.
c. When USS Seawolf (SSN 575) joined the Enterprise, Long Beach, and Bainbridge in a May
1964 exercise, what “first” was established in naval operations?
It was the first time anuclear submarine was a member of a carrier strike force.
d. What significance does USS Enterprise’s operation of 8 nuclear reactors for five decades have
for future energy decisions?
It clearly demonstrates the safety and reliability of nuclear propulsion. The nuclear industry
enjoys the benefits of a fantastic amount of accumulated knowledge and wisdom about how to
design, build, and operate nuclear plants safely and reliably. In fact, we’re now in the third and
fourth generation of nuclear power scientists, engineers, operators, and technicians who are
benefiting from thousands of reactor-years of operating experience all the way back to long
before Operation Sea Orbit, a perfect example of the same basic technology going strong well
past 50 years – safely, reliably, and without contributing to air pollution.
e. Why do you think some people are opposed to nuclear energy, in particular Japanese people?
(Individual ideas will vary).
Japan is the only country to date, on which a nuclear weapon has been used in wartime, resulting
in hundreds of thousands of deaths and casualties.
NOTE: As related to the U.S. Navy at the forefront of nuclear propulsion, Japan's allergy to
nuclear energy was revealed in heated student demonstrations sparked by the visit of the first
nuclear-powered surface ship, the USS Enterprise, to Japan in January 1968. Although the
nuclear issue remained contentious, the Japanese knew that their security depended on the United
States, including its nuclear capabilities. With Communist China now a nuclear power and a
menacing neighbor, and with instability in Korea, particularly in 1968, and the heightened
conflict in Southeast Asia, Japan grappled with the realities of a nuclear world, even as it sought
to maintain its pacifism.
2. Review the short history of the Great White Fleet in the link above, and the student video
produced from Navy source documents, also above.
a. Prior to coal, what were the main sources of energy for ship propulsion? Prior to coal energy
(making steam in boilers to turn paddle wheels or turn propellers) ships of sail were the
predominant seagoing vessels throughout history. The tides, currents, and manual power (rowing
& paddling) also propelled vessels.
See our oldest commissioned Navy ship “Old Ironsides”, at
https://www.history.navy.mil/browse-by-topic/ships/uss-constitution-americas-ship-of-state.html
It is the oldest commissioned navy vessel afloat in the world today.
b. How does the voyage of the Great White Fleet compare to the voyage of Task Force ONE in
Operation Sea Orbit?
Great White Fleet
Sea Orbit
Number of Ships 16 Battleships & Cruisers
One each Aircraft Carrier, Cruiser and
Frigate
Flag Ship USS Connecticut (BB-18)
USS Enterprise (CVAN-65 )
Officer In Charge
Rear Admiral Bernard M. Strean
Rear Admiral Robley D. Evans
Rear Admiral Charles S. Sperry
(after San Francisco)
Total Crew Size
14,000
6,075
Distance Sailed
43,000 nm
30,500 nm
Time to Complete
14 months
Idea Of:
President Theodore Roosevelt
Source of Energy
Purpose:
Coal
64 days (57 underway days)
Admiral John S. McCain Jr.
Nuclear
Diplomatic Mission to Pacific
Nuclear Power for Peace
Impress Japan
Test capability without
replenishment
Show the U.S. Flag
Demo mobility, flexibility, strength
Show Americans our Navy’s
Show the flag in remote areas
preparedness, strength, range
Familiarize Navy folks w/remote areas
Demo readiness to fight far from home
Enhance military/political image
Starting Point
Norfolk, VA 16 Dec 1907
Gibraltar, 31 July 1964
Ending Point
Norfolk, VA 22 Feb 1909
Norfolk, VA 3 Oct 1964
Port Visits
Trinidad, Rio de Janeiro,
Sandy Point Chile, Callao Peru,
Mexico, Honolulu, Auckland NZ
Sydney, Melbourne, Albany AUS,
20 “Underway Visits” of people to
Big E, plus Rio de Janeiro,
Sydney, Pakistan
Manila, Yokohama, Columbo,
Suez, Constantinople, Messina,
Naples, Gibraltar.
Support Ships
Tender, Supply, Refrigerator,
Hospital (Arethusa, Celtic, Glacier,
Panther, Culgoa, Yankton, Relief)
and many U.S. & British auxiliaries
for coal and supplies
None
c. Between the Great White Fleet’s 14 month cruise around the world on coal power and Task
Force ONE’s cruise on nuclear power, what was the main type of fuel used for ship and
submarine propulsion? OIL
d. Other than our nuclear powered submarines and aircraft carriers today, what type of
propulsion do you think is predominant in today’s Navy? Why?
Gas turbines, operating from a variety of fuels with low toxic emissions. They are very efficient
propulsion systems, very responsive, and high power similar to aircraft engines. Current research
has produced gas turbines with nearly 60% thermal efficiency.
The first U.S. gas-turbine powered ship was the U.S. Coast Guard's Point Thatcher, a cutter
commissioned in 1961 that was powered by two 750 kW (1,000 shp) turbines utilizing
controllable pitch propellers.[40] The larger Hamilton-class High Endurance Cutters, was the
first class of larger cutters to utilize gas turbines, the first of which (USCGC Hamilton) was
commissioned in 1967. Since then, they have powered the U.S. Navy's Perry-class frigates,
Spruance-class and Arleigh Burke-class destroyers, and Ticonderoga-class guided missile
cruisers. USS Makin Island, a modified Wasp-class amphibious assault ship, is to be the Navy's
first amphibious assault ship powered by gas turbines.
Advantages of gas turbine engines:
Very high power-to-weight ratio, compared to reciprocating engines;
High operating speeds;
Smaller than most reciprocating engines of the same power rating.
Moves in one direction only, with far less vibration than a reciprocating engine.
Fewer moving parts than reciprocating engines.
Greater reliability, particularly in applications where sustained high power output is required
Waste heat is dissipated almost entirely in the exhaust. This results in a high temperature
exhaust stream that is very usable for boiling water in a combined cycle, or for cogeneration.
Low operating pressures, and low lubricating oil cost and consumption.
Can run on a wide variety of fuels.
Very low toxic emissions of carbon monoxide and hydrocarbons due to excess air, complete
combustion and no "quench" of the flame on cold surfaces.
3. What is the Navy’s Green Hornet and the Great Green Fleet? View the internet for clues, and
see the last two video links above.
The Green Hornet is a modified Navy Hornet (F/A-18C) usingadvanced biofuel blends and
certain energy efficient technologies in an operational setting. The Green Fleet incorporates five
aggressive energy goals to reduce the Navy’s consumption of energy, decrease its reliance on
foreign sources of oil, and significantly increase its use of alternative energy. The purpose of
these energy goals is to improve our combat capability and to increase our energy security by
addressing a significant military vulnerability: dependence on foreign oil.
For more details see http://greenfleet.dodlive.mil/energy/great-green-fleet/ and
http://greenfleet.dodlive.mil/files/2012/09/20120906_GreatGreenFleetFactSheet.pdf and
http://greenfleet.dodlive.mil/files/2012/06/20120620_SECNAVEnergyGoals.pdf and
http://greenfleet.dodlive.mil/files/2012/06/20120610-N45-Biofuel-FactSheet.pdf and
http://greenfleet.dodlive.mil/files/2012/06/ONR-­‐Innovation-­‐Newsletter_Spring2012_Vol.8.pdf .
a. How does the Green Navy compare to today’s Navy fleet of nuclear powered and gas
turbine ships?
The Green Navy includes the efficient and non-carbon-polluting nuclear powered ships, plus the
gas turbine ships and aircraft using advanced biofuel blends and certain energy efficient
technologies in an operational setting.
b. When will the Navy’s Great Green Fleet “set sail”? 2012 & 2016
c. How do you think the Great Green Fleet will compare to the Great White Fleet?
Answers will vary.
4. What do you think happens to a ship when it reaches its end of useful life?
Sometimes the ships are stripped, made environmentally “safe” and then sunk as a target or to
become an underwater reef or haven for sea life. More frequently (and for all nuclear powered
ships), they are defueled and recycled for their valuable materials. All methods are carefully
monitored and environmentally friendly.
For example, USS Long Beach (CGN-9) from Operation Sea Orbit: The post-World War II U.S.
Navy nuclear-powered guided missile cruiser is set to be scrapped starting August 2012, by the
Defense Department. Defense Department contractor Government Liquidation LLC on July 12
auctioned the USS Long Beach for its scrap assets. The ship is being sold for its non-hazardous
and demilitarized base materials and includes 7.35million pounds of steel, aluminum and copper
wiring, along with galley equipment, fixtures and furnishings like tables, chairs, lockers and
bunks. A three-year term contract at Puget Sound Naval Shipyard was awarded to the winning
bidder, with the price per pound adjusted every month beginning with the first full month after
the start of the contract. The contract consists of heavy steel, light steel and ship hull structural
sections with attachments. Attachments can include nonferrous alloys such as aluminum,
stainless steel, copper, cupronickel, and brass and bronze, among others. USS Long Beach was
commissioned in 1961 as the first nuclear-powered surface vessel. In1964, it joined two other
nuclear warships for Operation Sea Orbit, the first all-nuclear cruise around the world. After the
Vietnam War, the ship was used in the western Pacific and Indian Oceans. Decommissioned in
1995, the superstructure of the USS Long Beach was removed and the reactors were defueled.
The ship was later towed through the Panama Canal to Puget Sound Naval Shipyard, where it is
now being recycled.
Activity 2 Answers:
Part 1- Discussion
Part 2- Read the “From Seed to Supersonic” and answer/discuss the corresponding questions.
This article describes another biofuel developed by the Navy.
From Seed to Supersonic Article Questions/Answers:
1. Analyze the requirements for new biofuel set by the Navy Fuels Team. Why do think they
made these specific requirements?
Answer will vary. It is important that students understand that the biofuel had to meet the same
standards as standard petroleum-based fuel. Extra modifications to existing ships, aircraft, fuel
storage, or transfer infrastructure would have increased logistical challenges and the cost of the
project.
2. Why were corn and soy based biofuels not appropriate for this project?
The procurement specification stipulated that the biological component of the blend must not
compete with food crops, traditional materials or “feedstocks.”
3. What are the advantages of camelina?
It is best grown in rotation with dryland wheat during the part of the cycle where the land would
otherwise lie fallow. Therefore it does not compete with food crops and require little irrigation.
Camelina oil is also more cold-tolerant than other biofuel feedstocks.
4. What is transesterification?
A process the combines natural feedstocks such as vegetable oils or animal fats with a short
chain alcohol in the presence of a catalyst.
5. Is camelina the only feedstock that can be used for Navy flight?
No, oils extracted from various other sources can also be used for biofuel production. Producers
can select the ideal feedstock depending on their location, availability, or cost.
6. In your own words, describe the testing conducted before the biofuel was allowed to be used
intest flights.
Answers will vary.
7. What are the environmental benefits of the new biofuel?
Camelina has been demonstrated to reduce carbon emissions by 80 percent which could save
tons of aviation greenhouse gas emissions.
8. What are some advantages of using algae as a base for biofuels?
It can be grown in hostile regions and it doesn’t infringe on land set aside for food crops. It
doesn’t require fresh water and can thrive in salt water or wastewater.
9. How has the Navy led the way in the past regarding energy change?
The navy moved from sails to coal-fired power, from coal to oil, and from oil to nuclear in the
past.
Part 3 - View the Navy video “CNO Updates from USS Nimitz
”https://www.youtube.com/watch?v=pwSAhEmmmN0 . The demonstration Great Green Fleet
was launched in July 2012 using the fuels developed in the “From Seed to Supersonic” article.
Part 4- Biodiesel is one of the biofuels that students are probably familiar with. Read the first
page of the “Biodiesel Basics” (from the U.S. Department of Energy) and answer the questions
on the “Biodiesel Basics” worksheet.
Biodiesel Basics
1. What is biodiesel?
Biodiesel is a domestically produced, renewable fuel that can be manufactured from new and
used vegetable oils, animal fats, and recycled restaurant grease.
2. What would B35 be composed of?
B35 (35% biodiesel, 65% petroleum diesel)
3. Why is it recommended to use B20 made with No.2 diesel manufactured for cold weather in
very cold conditions?
Both biodiesel and No.2 diesel have some compounds that crystallize in very cold temperatures
(flow improvers are added to No.2 diesel to combat crystallization). In addition a smaller
percentage of biodiesel performs better in cold temperatures.
Data Analysis – Use the graph provided to answer questions (graph is from U.S. Department of
Energy, http://www.afdc.energy.gov/fuels/biodiesel_benefits.html). In the graph (HC) =
hydrocarbons, CO = carbon monoxide (CO), PM = particulate matter, NOx = nitrogen oxides
1. Compared to diesel, pure biodiesel (B100) reduces particulate matter by what percent?
48% to 50%
2. Compared to diesel, B80 reduces hydrocarbons by what percent?
60%
3. Compared to diesel, what effect does pure biodiesel (B100) have on nitrogen oxides?
Increases nitrogen oxides by about 10%
Part 5 – Each student, write a report (2 to 4 pages) discussing how biofuels are processed, the
connection between plants and biofuels, and why biofuels are needed. Some additional factors
that students can consider (but are not limited to) include the cost effectiveness of biodiesel and
other alternative fuels. The effect of mass producing biofuels on farmers or land use? The effect
of mass producing biofuels on national security? Answers will vary, hopefully.
Activity 3 Answers: Navy Sonar and Environmental Stewardship Video Questions
1. In what ways do marine animals rely on acoustics?
Sense their surroundings, communicate, locate food, and navigate.
2. Why might the Navy be especially interested in coastal water?
The sounds from enemy vessels are easily disguised due to the vast and varied
numbers of sounds in coastal waters. Over 40 nations, terrorists organizations,
and drug traffickers are developing submarine technology and represent a large
threat to Navy forces.
3. What is the Navy’s most effective means for identifying and detecting submerged enemy
vessels?
Active and passive sonar
4. What is the difference between active and passive sonar?
Actives sonar works by sending out sound transmissions (pings) and listening to
what comes back from reflection. Passive sonar involves only listening for
sounds coming from the object itself.
5. Why doesn’t the Navy just use passive sonar?
Vessels can disguise or quiet themselves, making them hard if not impossible to
detect with active sonar, therefore the Navy must train and work with active
sonar.
6. Why has the Navy’s use of active sonar been controversial?
If marine mammals gets too close to a ship while active sonar is activated it could
potentially disturb or injure them. Marine mammals usually swim away when
they sense loud active sonar sounds, which could interrupt their natural behavioral
patterns. When sonar combines with other factors there have been limited cases
of animals becoming stranded or even dying.
7. What are some protective measures taken by the Navy to avoid or minimize the impact of
sonar on marine mammals?
Training for personnel involved in sonar operations.
Monitoring the area for marine species prior to training activities.
Posting qualified marine mammal observers on ships at all times to watch for
marine life and make adjustment to sonar operations.
Conducting safe navigation to avoid collisions with marine mammals.
Reporting sightings of marine mammals to the National Marine Fishery Service.
Establishing safety zones for marine species so that if a marine mammal is sighted
within a zone the active sonar will be powered down or shut off.
8. What does Dr. Darlene Ketten from the Woods Hole Oceanographic Institution do?
Provides a better understanding of where the animals are and how they use their
environment. Communicate with the Navy, scientists, and the general public
regarding what each species can hear, where they are sensitive in their hearing
range, what sounds we need to avoid in order to avoid impacting their ability to
hear.
9. What conclusion does Dr. Ketten make and what evidence does she use to support it?
Dr. Ketten uses the ears and heads from the stranded animals that have died and
looks for signs of hearing problems or trauma. After years of research and
communication with other researchers working in a similar capacity she states
there is no evidence of direct acoustic trauma of sonar.
10. Does Dr. Ketten’s conclusion mean that the Navy should stop researching the effect of
sonar on marine mammals?
No, the conclusion that there is no direct evidence of acoustic trauma caused by
sonar does not mean that there is no indirect disturbance of marine mammals
caused by sonar. The Navy should continue to research marine mammals to
better understand how they survive in their environment (including the natural
sounds tolerated by different organisms in different regions). By integrating
environmental stewardship into decision making the Navy can provide national
security, comply with environmental laws, and contribute to our overall
understanding of the ocean environment.
For the most recent information, visit the Green Fleet website link below to help with
your response to the“Writing Prompt” question 11.
http://greenfleet.dodlive.mil/environment/marine-mammals-ocean-resources/ .
11. Writing Prompt
You are a naval marine scientist working with the Marine Mammal Protection group.
The Navy has commissioned you to write a short report describing the niche of
dolphins or whales in a coastal marine environment. Discuss the abiotic and biotic
factors that affect the marine mammals. Create a coastal oceanic food web and explain
the effect on the food web if the dolphins or whales are harmed by the use of active
sonar. Lastly, develop a plan to monitor and train in this area using active sonar while
minimizing the effect on the marine mammals.
Answers will vary.
Activity 4 Answers are data Dependent. Discussions with your team or class will help to
identify problems/errors.