Slaughtering Species in the Name of “Green Energy”

A wind farm in California at sunset (click for credit)

Nine years ago, I wrote about a study that indicated wind turbines in the U.S. kill more than half a million birds and more than 800,000 bats each year. Five years later, I wrote about another study that indicated wind farms act as apex predators in the ecosystem where they are built. While very little of this important information makes its way into the popular press, it has informed those who actually care about the environment. As a result, more studies have been done, and these studies indicate something rather surprising about two of the “green energy” solutions that have been promoted to “save our planet.”

So far, the most chilling study was published in Royal Society Open Science. The authors of the study collected feathers of dead birds found at selected wind farms and solar energy facilities in California. They found that of the many species killed by these “green energy” sites, 23 are considered priority bird species, which means their long-term survival is threatened. The list is quite diverse, including the American white pelican, the willow flycatcher, the bank swallow, and the burrowing owl.

Now, just because a species is threatened, that doesn’t mean a few extra deaths are going to be a problem. After all, these facilities are in specific places, and bird populations can cover wide geographical regions. A few extra deaths in some regions can be compensated for by more reproductivity in other regions. Thus, the authors used models to estimate the impact that deaths from wind farms and solar facilities will have on the overall populations. They conclude:

This study shows that many of the bird species killed at renewable energy facilities are vulnerable to population or subpopulation-level effects from potential increases in fatalities from these and other anthropogenic mortality sources. About half (48%) of the species we considered were vulnerable, and they spanned a diverse suite of taxonomic groups of conservation concern that are resident to or that pass through California.

In other words, the study indicates that 11 priority bird species that live in or pass through California are now more at risk because of “green energy” sites in that state. Now, of course, this conclusion is model-dependent, and the models might be wrong. However, at minimum, this study identified with certainty that at least 23 species of threatened birds are being slaughtered at wind farms and solar facilities. That should cause people who actually care about the natural world at least some concern. Unfortunately, even though this study was published a month ago, I haven’t seen a single report about it in the popular press.

As an aside, it’s pretty obvious how wind farms kill birds, but how do solar energy facilities do it? The short answer is that we don’t know. What we do know is that birds tend to crash into solar panels. Perhaps they interpret the shiny surface of the solar panels as a body of water where they can land. Perhaps they interpret it as more sky. Whatever the reason, we know that birds are dying at solar farms. Preliminary research indicates that in the U.S., somewhere between 37,800 and 138,600 die each year as a result of crashing into solar panels.

So what’s the take-home message from this study? It’s rather simple:

The “green energy” solutions touted by politicians and the press are not necessarily better for the environment.

The fact is that “green energy” processes are mostly new, so their long-term effects on the environment are mostly unknown. Ten years ago, no one would have thought that wind farms and solar facilities might be threatening the long-term survival of certain bird species. We now know otherwise. And don’t forget the bats. The effect that wind farms have on their populations hasn’t been studied in nearly as much detail, even though more bats are slaughtered by wind farms than birds!

Those who are pushing “green energy” might actually be pushing environmentally-hostile energy without even knowing it. That’s what happens when those who call themselves “environmentalists” ignore science and simply follow the politicians and the press.

Discovering Design With Biology

In 1997, Marilyn Durnell and I published Exploring Creation With Biology, a college-preparatory biology course designed specifically for home-educated students. Because the science of biology changes over time (especially when it comes to classification), we published a second edition of the course eight years later. Unfortunately, we never got the time to write a third edition of the course, but the publisher did eventually use a different author to write a new edition, which was definitely needed. While the content of that new edition is solid and I think it can be used in a setting where there is a teacher who is knowledgeable about biology, I don’t think it is useful in most homeschool situations. As a result, I have teamed up with a different author, Dr. Paul Madtes Jr, to write a completely new biology book, Discovering Design With Biology. You can see samples of the book here (just click on “Product Resources”), but I thought I would use this post to answer the question that I have already been getting: “How is this book different from the second edition of Exploring Creation With Biology?”

Most importantly, Dr. Madtes is the first author. Thus, all the major decisions about the book (what would be covered, how it would be covered, etc.) were made by him. This is important, because he teaches biology at the university level, so he knows what will best prepare high school students for that experience. As a result, the “voice” of this book is different from that of my other books. It is still written in first person in a very conversational style, but the style is that of Dr. Madtes, not me. For example, I rarely include Bible verses in my books unless they relate directly to the material. However, Dr. Madtes thought that the best way to keep students focused on the Creator would be to start every chapter out with one or more verses. Thus, that’s what you see in this book.

Unlike the second edition of Exploring Creation With Biology, this book builds biology from the ground up. After an introductory chapter, we start with molecules, then we discuss cells, then cell division, then genetics, then biotechnology, then single-celled organisms and fungi, then animals, then plants, then environmental science, and then biomes. Within each topic, the focus is also quite different. In genetics, for example, Exploring Creation With Biology, 2nd Edition concentrated on Mendelian genetics and only briefly mentioned non-Mendelian genetics. In this book, we discuss the non-Mendelian mechanisms in more detail. We also discuss the different types of mutations that can occur and how they affect the organism.

Evolution is handled differently as well. In this book, the design you see in nature is stressed. In fact, that word appears on 92 of the 512 pages that make up the 16 chapters of content. However, evolution is only discussed in the final section of each chapter. The last section of the first chapter, for example, deals with natural selection. We discuss how it works and how it ends up being a necessary component in any scientific treatment of origins. Indeed, we discuss how anyone who believes in a Global Flood (which we both do) must use natural selection as a means by which to understand the diversity of life we see today. In other chapters, however, the final section is devoted to explaining how the material that has been discussed demonstrates that there is a limit to the amount of change natural selection can produce. As a result, a recent, supernatural creation followed by a Global Flood is the scenario that best fits the current data.

One other notable difference is our treatment of human beings. Exploring Creation With Biology, 2nd Edition did not discuss human anatomy or physiology at all, but this book devotes almost an entire chapter to it. We also discuss how and why biologists classify people in the same biological order as lemurs, monkeys, and apes, and why there is no problem with that approach. However, we also discuss how humans are unique in creation, since we have been given the Image of God. Thus, while we have several physical characteristics in common with many mammals, we are something wholly different from any of them.

As was the case in the second edition of Exploring Creation With Biology, there are three kinds of laboratory exercises in the course. There are 17 experiments that use household items. These include extracting DNA from fruit, determining the effects of temperature and pH on proteins, exploring reflexes, and exploring the effect of surface area on diffusion. An additional 14 experiments use a microscope kit, and they include identifying different stages of mitosis, examining bacteria cultures, studying blood, and studying invertebrates. The other seven experiments use a dissection kit. In those experiments, students dissect an earthworm, a crayfish, a fish, a frog, an egg, a feather, and a flower. In order for this course to count as a laboratory-based, high-school biology course, students must do all of at least two of those three types of experiments (household and dissection, household and microscope, or microscope and dissection).

Most importantly, we give Glory to the One who created it all. In the book’s introduction, we quote Carolus Linneaus:

I saw the infinite, all-knowing and all-powerful God from behind as he went away, and I grew dizzy. I followed his footsteps over nature’s fields and saw everywhere an eternal wisdom and power, an inscrutable perfection. (Peter Whitfield, History of Science, Scholastic Library Pub 2003, p. 23)

At the end, we quote John Ray:

There is for a free man no occupation more worthy and delightful than to contemplate the beauteous works of nature and honor the infinite wisdom and goodness of God. (Charles E. Raven, John Ray, Naturalist: His Life and Works, Cambridge University Press, 1986, p. 83)

I’m BAAAAACK!!!!!!!!!

Did you miss me? I know some people did. I received a few messages from readers, asking why I have been so quiet lately. Well…I have just been insanely busy. A biology professor, Dr. Paul Madtes Jr, and I have been writing a new high school biology text. While writing with him has been an incredibly rewarding experience, it took a lot of time. In addition, I taught a Master’s Class at Memoria College this year, and it was pretty challenging. We read the great natural philosophers of the past and discussed how their work shaped modern science.

Now things are winding down on both fronts. The book has been sent to the printer, and this week is the final week of the Master’s class. As a result, I can now return to blogging. Tomorrow, I will post an article discussing our new biology course and how it is different from Exploring Creation with Biology, 2nd Edition, which the publisher allowed to go out of print. For now, if you want a preview of what it looks like, you can go here:

Discovering Design with Biology by Dr. Paul Madtes Jr and Dr. Jay L. Wile

If you click on “Product Resources,” you will find a table of contents, the entire first chapter, a scope and sequence, and the details about the experiments.