HUMAN IMPACT on the BIOSPHERE Chapter 6-4 Charting a course for the Future http://www.claybennett.com/pages2/mistletoe.html

ENVIRONMENTAL PROBLEMS DEAD ZONES ___________________ OZONE DEPLETION ACID RAIN GLOBAL WARMING WASTE http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg

DEAD ZONES When an ecosystem receives a LARGE input REMEMBER ! When an ecosystem receives a LARGE input of limiting nutrient (ie., fertilizer runoff) the population increases dramatically = ___________ ALGAL BLOOM

Gulf of Mexico Dead Zone The DEADZONE forms each April, generally grows throughout the summer, reaching a peak in late July. http://www.ncat.org/nutrients/hypoxia/hypoxia.html

Gulf of Mexico Dead Zone http://serc.carleton.edu/microbelife/topics/deadzone/index.html At its peak, the nearly lifeless water can span 5,000 to 8,000-plus square miles, an area almost the size of New Jersey

DEAD ZONES How do we HELP? Use modern technology and “green” farming methods to: Decrease agricultural fertilizer use Decrease runoff of agricultural waste

OZONE LAYER Our atmosphere between 20-50 km contains http://www.planetguide.net/book/chapter_5/ozone_layer.html OZONE LAYER Our atmosphere between 20-50 km contains high concentrations of ____________ which protect us from the sun’s harmful ______________ radiation. OZONE (O3) ultra-violet http://pubweb.bnl.gov/users/xujun/www/bnl/ozone_layer_1.gif

EFFECTS OF UV RADIATION Skin cancer __________________________________ ________________________ of skin Reduces ________________ Disrupts __________________ in oceans Premature aging Cataracts/blindness crop yield food chains Click here to see a movie about the effects of UV radiation WMV, 618K

Click here to see a movie WHAT WE KNOW Scientists have been monitoring the ____________ of ozone in our atmosphere and have discovered a hole in the ozone layer over ____________. depletion Antarctica Click here to see a movie about the ozone hole WMV, 616K http://ozonewatch.gsfc.nasa.gov/facts/hole.html

The annual ozone "hole“ over Antarctica has occurred during the Antarctic Spring (October) since the early 1980s. Rather than being an actual hole through the layer, the ozone hole is a large area with extremely low amounts of ozone. Ozone levels fall by over 60% during the worst years. http://ozonewatch.gsfc.nasa.gov/facts/hole.html

Ozone depletion is a global issue NOT just a problem at the South Pole. Research has shown that ozone depletion also occurs over North America, Europe, Asia, and much of Africa, Australia, and South America. Over the U.S., ozone levels have fallen 5-10%, depending on the season. http://home.casema.nl/daveduijn/globe2.gif

What’s the cause of Ozone Depletion? Chlorofluorocarbon molecules _______ released from air conditioners, aerosol spray cans, fire extinguishers, and industry ________________ (CFC’s) destroy ozone http://www.atm.ch.cam.ac.uk/tour/part3.html

OZONE DEPLETION MONTREAL PROTOCOL HOW DO WE HELP? 1987- the _______________________ committed signing nations (including USA) to a ____________ in the use of CFCs and other ozone-depleting substances. CFC production was _________ after 1995 in the developed countries, and later in developing countries. Today, over 180 countries have ratified the treaty. MONTREAL PROTOCOL REDUCTION banned

THAT’S WHY . . . AEROSOL _____________spray cans no longer contain http://www.roundrocktexas.gov/images/spray_cans_large.jpg _____________spray cans no longer contain CFC propellants. Gases in ___________________ and _____________ are collected and recycled. AIR CONDITIONERS refrigerators

OZONE DEPLETION How do we help? We can't make enough ozone to replace what's been destroyed, but provided that we stop producing ozone-depleting substances, computer models predict natural ozone production reactions should return the ozone layer to normal levels by about 2050. This is the first example of different countries getting together on an environmental issue, agreeing on what to do, doing something, and seeing a positive effect http://www.gifs.net/image/Words/Wow/Wow_rotates/4031

Chemical Transformation Emissions to Atmosphere ACID RAIN What’s the cause?________________________ BURNING FOSSIL FUELS Chemical Transformation Nitric acid Sulfuric acid Condensation Emissions to Atmosphere Nitrogen oxides Sulfur dioxide Dry Fallout Precipitation Acid rain, fog, snow, and mist particulates, gases Industry Transportation Ore smelting Power generation Nitrogen oxides Sulfur oxides Releases _______________ and ________________ into the atmosphere that react with water to produce ACID RAIN.

http://www.robl.w1.com/Pix/C900991.jpg http://www.geocities.com/kamil_pollutionpage/AcidRain.htm http://www.abc.net.au/quantum/scripts99/9905/img/asthma.jpg http://www.scienceacross.org/media/samplingforacidrainNOAAedSAW.jpg

ACID RAIN EFFECTS damages buildings and statues damages forests kills fish reduces biodiversity causes illness & premature death from heart & lung disorders like asthma and bronchitis

ACID RAIN HOW DO WE HELP? Develop a National energy policy that emphasizes use of alternative renewable energy sources Cut down on activities that use fossil fuels conserve electricity drive less Drive automobiles with increased fuel efficiency OR run on alternative fuels Recycle (uses less energy than starting from scratch)

GREENHOUSE EFFECT Temperatures of Earth remain within a range ______________ because the _____________ acts as a natural _________________ blanket. suitable for life atmosphere insulating http://wwwstatic.bayareawritingproject.org/images/bawp41/earthAtmosphereIMG.gif

GREENHOUSE EFFECT Carbon dioxide (CO2 ) methane water vapor CFC’s Atmospheric gases such as ___________________ NORMALLY trap heat energy from the sun like a greenhouse = _____________________ Carbon dioxide (CO2 ) methane water vapor CFC’s Greenhouse effect http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg

GLOBAL WARMING- Is it real? Some people say that the Earth has cycles of warmer/cooler climate change and that this is just part of that cycle. Most scientists believe that the increase in global temperatures is the result of human activities that have increased the amount of CO2 and other greenhouse gases in the atmosphere

1. "warming of the climate system is unequivocal“ In 2007 in Paris a U.N.- backed panel of international scientists issued a major announcement on climate change stating that: 1. "warming of the climate system is unequivocal“ 2. There is a 90% probability the cause “man- made”. Either way… our planet is getting warmer!

FACTS WE KNOW Global mean surface temperatures have increased 0.5-1.0°F since the late 19th century. The 20th century's ten warmest years have occurred in the last 15 years of this century. http://content.answers.com/main/content/wp/en/thumb/8/87/280px-Instrumental_Temperature_Record.png

FACTS WE KNOW The snow cover in the Northern Hemisphere and floating ice in the Arctic Ocean have decreased. Graph & glacier pix: http://nsidc.org/sotc/glacier_balance.html polar bears: http://www.metro.co.uk/news/article.html?in_article_id=35720&in_page_id=34

FACTS WE KNOW Greenhouse gases in the atmosphere have increased steadily. http://en.wikipedia.org/wiki/Image:Major_greenhouse_gas_trends.png

GLOBAL WARMING WHAT’S the CAUSE? Burning solid waste, fossil fuels (oil, natural gas, and coal), wood and wood products Production and transport of fossil fuels Decomposition of organic wastes in landfills Animal sources (methane) Deforestation (trees remove CO2 from atmosphere)

What’s so bad about warming up a little? We’re freezing here in S.D.!

Coastal flooding What’s so bad about warming up a little? http://healthandenergy.com/images/global2.gif Cartoon from Brookings Register Coastal flooding

Changes in Gulf Stream What’s so bad about warming up a little? http://www.claybennett.com/pages/ocean_temps.html What’s so bad about warming up a little? Changes in Gulf Stream http://zfacts.com/metaPage/lib/Atlantic_conveyor.jpg

More severe storms What’s so bad about warming up a little? http://en.wikipedia.org/wiki/Hurricane_Katrina More severe storms http://i.a.cnn.net/cnn/2005/WEATHER/08/25/tropical.storm/story.katrina.915p.jpg

Weather extremes What’s so bad about warming up a little? http://www.cactus-art.biz/note-book/Dictionary/aaa_Dictionary_pictures/drought.jpg Heat waves and drought Brookings Register

Changing habitats means loss of species What’s so bad about warming up a little? http://www.metro.co.uk/news/article.html?in_article_id=35720&in_page_id=34 Changing habitats means loss of species

What’s the Kyoto Accord got to do with it? The Kyoto Accord is an agreement, aimed at reducing global warming that asks participants to __________ their ________________ emissions to a percentage of their 1990 emission levels _____________. REDUCE GREENHOUSE GAS by 2012

PROBLEMS WITH the KYOTO ACCORD (The US has not ratified this agreement) In 1998-Clinton administration signs the Kyoto Accord committing the United States to a 7% reduction in carbon dioxide and other greenhouse gas emissions from 1990 emissions levels, to be achieved between the years 2008 and 2012. 2001- Bush administration withdrew the U.S. signature, claiming that the treaty was "fatally flawed".  2008- Australia (last major nation hold out) signed 160 nations have now agreed (not US)

PROBLEMS WITH the KYOTO ACCORD ALL countries not required to reduce emissions equally 7% for the US, 6% for Japan, 0% for Russia, Developing nations don’t have to reduce emissions at all India and China, which have ratified the protocol, are not required to reduce carbon emissions under the present agreement despite their relatively large populations. Developed nations (like USA) can meet required reductions by purchasing emission reductions from elsewhere and funding developing countries for climate related studies, projects, and technology

KYOTO is “OLD NEWS”! Standards set by Kyoto will expire in 2012. United Nations Meeting on Climate Change Met in December 2009 - Copenhagen, Denmark http://unfccc.int/meetings/items/2654.php

Current Status OBJECTIVE: to keep the maximum temperature rise to below 2 degrees Celsius; the commitment to list developed country emission reduction targets and mitigation action by developing countries for 2020; Proposed $ 30 billion short-term funding for immediate action till 2012 and $100 billion annually by 2020 in long-term financing (still needs to be approved by countries) The challenge now is to turn what is agreed into something that is legally binding in Mexico one year from now.

What is a CARBON FOOTPRINT? http://www.gifanimations.com/animation/MenuSelection/1/56 What is a CARBON FOOTPRINT? A ____________________ = the total set of GHG (greenhouse gas) emissions caused directly and indirectly by an individual, organization, event or product CARBON FOOTPRINT http://www.nature.org/initiatives/climatechange/calculator/

The US is no longer the #1 CO2 emitter http://www.chrismadden.co.uk/eco/china-carbon-footprint.html but . . . we contribute to the problem.

Even if you don’t “believe” in global warming . . . http://matadornetwork.cachefly.net/bravenewtraveler.com/docs//wp-content/images/posts/20080418-planet.jpg Even if you don’t “believe” in global warming . . . Even if countries can’t agree on emission levels … we should still work to reduce our emissions of global warming gases BECAUSE . . .

THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! http://www.inkcinct.com.au/Web/CARTOONS/2005/2005-379C--last-fossil-fuel.gif THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! Fossil fuels are a limited resource… eventually they will be gone!

THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! http://healthandenergy.com/global_warming_cartoons.htm Our supply of fossil fuels is dependent on countries that are not “friendly” to the U.S.

THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! Brookings Register Drilling for and transporting fossil fuels has negative environmental consequences

THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! Drilling and transporting fossil fuels has negative environmental consequences Brookings Register

THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway! Images from: http://www.cartoonstock.com/directory/R/Renewable_energy.asp Innovation and alternative energy technologies for automobiles and power generation are good for our economy

GLOBAL WARMING HOW DO WE HELP? Develop a National energy policy that emphasizes use of alternative renewable energy sources Watch your carbon footprint Cut down on activities that use fossil fuels Drive automobiles with increased fuel efficiency OR run on alternative fuels Cut down on CO2 emissions (with or without the Kyoto accord) Recycle (uses less energy than starting from scratch) Reduce deforestation (plants use CO2)

WHAT DO WE DO WITH OUR TRASH? According to the Environmental Protection Agency, the average American produces about 4.4 pounds of garbage a day. That adds up to a approximately 220 million tons of garbage each year for all of us. This only takes into consideration the average household member and does not count industrial waste or commercial trash. http://blog.lib.umn.edu/stau0156/architecture/garbage%20can.jpg

PICTURE THIS: It would bury more than 990,000 football fields under six-foot high piles of waste.. http://wchs.warren.k12.in.us/athletics/Pictures/FOOTBALL%20STADIUM%20&%20PRESSBOX_gif.jpg . . . and that’s just the United States! http://www.wisegeek.com/how-much-garbage-does-a-person-create-in-one-year.htm

TRASH KILLS It has been estimated that over a million sea-birds and 100,000 marine mammals and sea turtles are killed each year by ingestion of plastics or entanglement. http://lh4.ggpht.com/abramsv/SBAxRydox-I/AAAAAAAAPOs/IWuOgznte9Q/fish_story_003.jpg http://www.mindfully.org/Plastic/Ocean/Sea-Plastic-LN-PG5oct05.htm http://saveourshores.org/files/md/Distorted-Turtle.jpg

PLASTIC IS FOREVER! PLASTIC IS MADE FROM FOSSIL FUELS! http://lowcarbonhome.info/wp-content/uploads/2008/05/plastic-garbageii.jpg PLASTIC IS FOREVER!

PACIFIC OCEAN GARBAGE GYRE http://earthfirst.com/wp-content/uploads/2009/01/floating-trash.jpg Covers an area twice the size of TEXAS Estimated to contain over 100 million tons of debris See a video http://www.youtube.com/watch?v=Lt-MivNezes&NR=1 http://www.jadedthea.com/images/PacificGyre.gif

We Can’t Just Keep Piling it up in Landfills We have to: _____________ REDUCE, REUSE, RECYCLE Plastic recycling video

QUOTES This we know... the earth does not belong to man, man belongs to earth. All things are connected, like the blood which connects one family. Whatever befalls the earth befalls the children of the earth. Man did not weave the web of life – he is merely a strand in it.  Whatever he does to the web, he does to himself. ~ Chief Seattle, 1854

If you want to see an endangered species, get up and look in the mirror. ~  John Young, former Apollo astronaut A true conservationist is a man who knows that the world is not given by his fathers, but borrowed from his children. ~ John James Audubon, 1785 - 1851 It's not easy being green. ~  Kermit the Frog Unless someone like you cares a whole awful lot, Nothing is going to get better. It's not. ~ Dr. Seuss, The Lorax

WE NEED TO START CONSIDERING THE EFFECTS ON OUR PLANET WHEN WE MAKE DECISIONS! http://www.claybennett.com/pages/earth_d5.html http://www.chrismadden.co.uk/eco/hourglass.html

SOUTH DAKOTA CORE SCIENCE STANDARDS NATURE OF SCIENCE: Indicator 1: Understand the nature and origin of scientific knowledge 9-12.N.1.1. Students are able to evaluate a scientific discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations Recognize scientific knowledge is not merely a set of static facts but is dynamic and affords the best current explanations. Discuss how progress in science can be affected by social issues.

SOUTH DAKOTA CORE SCIENCE STANDARDS NATURE OF SCIENCE: Indicator 1: Understand the nature and origin of scientific knowledge 9-12.N.1.2. Students are able to describe the role of observation and evidence in the development and modification of hypotheses, theories, and laws. Recognize and analyze alternative explanations and models. Evaluate the scientific accuracy of information relevant to a specific issue

SOUTH DAKOTA CORE SCIENCE STANDARDS LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment. 9-12.L.3.1. Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems. Predict the results of biotic and abiotic interactions. Examples: Fluctuation in available resources (water, food, shelter) Human activity Response to external stimuli

SOUTH DAKOTA CORE SCIENCE STANDARDS EARTH SCIENCE: Indicator 1: Analyze the various structures and processes of the Earth system. 9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global climate. Examples: Greenhouse Effect, ozone depletion, ocean’s effects on weather 9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean, and atmosphere of Earth. Examples: forest cover, chemical usage, farming, urban sprawl, grazing

SOUTH DAKOTA CORE SCIENCE STANDARDS TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society. 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues. Examples: nuclear power, global warming, and alternative fuels

SOUTH DAKOTA ADVANCED SCIENCE STANDARDS LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment. 9-12.L.3.1A. Students are able to relate genetic, instinct, and behavior patterns to biodiversity and survival of species. (SYNTHESIS) Relate the introduction of non-native species to the disruption of an ecosystem. Examples: zebra mussels

SOUTH DAKOTA CORE SCIENCE STANDARDS TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society. 9-12.S.2.1. Students are able to describe immediate and long-term consequences of potential solutions for technological issues. Examples: environmental, power and transportation, energy sources, issues 9-12.S.2.2. Students are able to analyze factors that could limit technological design. Examples: ethics, environmental impact, manufacturing processes, operation, maintenance, replacement, disposal, and liability 9-12.S.2.3. Students are able to analyze and describe the benefits, limitations, cost, and consequences involved in using, conserving, or recycling resources. Examples: agriculture, energy

Core High School Nature of Science Performance Descriptors High school students performing at the ADVANCED level: given a scientific discovery, evaluate how different societal, cultural, and personal beliefs influenced the investigation and its interpretation; High school students performing at the PROFICIENT level: given a scientific discovery narrative, determine and describe how societal, cultural, and personal beliefs influenced the investigation and its interpretation; High school students performing at the BASIC level: describe the role of observation in the development of hypotheses, theories, and laws and conduct student investigations; given a scientific discovery narrative, identify the cultural and personal beliefs that influenced the investigation.

Core High School Life/Earth Science Performance Descriptors High school students performing at the ADVANCED level: predict the effect of an interruption in a given cycles; predict how human activity may change the land, ocean, and atmosphere of Earth. High school students performing at the PROFICIENT level: predict how life systems respond to changes in the environment; describe how various factors may affect global climate; explain how human activity changes the land, ocean, and atmosphere of Earth High school students performing at the BASIC level: describe one factor that may affect global climate; give an example of human activity that changes the land, ocean, or atmosphere of Earth

Core High School Technology, Environment, Society Performance Descriptors High school students performing at the ADVANCED level: modify a technology taking into consideration limiting factors of design; given a narrative of a scientific discovery, defend a position on the impact of the ethical issues. High school students performing at the PROFICIENT level: given a narrative of a scientific discovery, identify and evaluate the immediate and long-term consequences of scientific issues evaluate factors that could limit technological design; given a narrative description of a resource, analyze and describe the benefits, limitations, cost, and consequences involved in its use, conservation, or recycling High school students performing at the BASIC level: given a narrative of a scientific discovery, identify the immediate consequences of scientific issues; identify ethical roles and responsibilities concerning a given research project; identify factors that could limit technological design; given a narrative description of a resource, describe a benefit and limitation involved in its use, conservation, or recycling.

SOURCES http://www.animation-station.com/smileys/index.php?page=17 http://mff.dsisd.net/Environment/Cycles.htm http://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us http://www.hindu.com/mp/2006/02/06/images/2006020601090301.jpg

SOURCES http://www.oldetimecooking.com/Images/Fruits/Apple.jpg http://vilenski.org/science/safari/classifyall/eukaryotic.html http://dustconnection.com/images/stories/cleaning_bucket_sm.jpg