1. HUMAN IMPACT on the BIOSPHERE Chapter 6-4 Charting a course for the Future

2. HUMAN ACTIVITIES Humans participate in
__________ & ____________________
We depend on ecosystems for a variety of _____________________________
Food webs
Biogeochemical cycles
“ GOODS and SERVICES”

3. “GOODS & SERVICES” provided by ecosystems
For image sources: see last slide
“GOODS & SERVICES” provided by ecosystems
Solar energy
____________________
Oxygen production
Nutrient storage and recycling
Climate regulation

4. “GOODS & SERVICES” provided by ecosystems
Images from:
“GOODS & SERVICES” provided by ecosystems
Food production
____________________
___________________
Habitats for wildlife
Human and industrial waste
detoxification
Natural pest / disease control

5. “GOODS & SERVICES” provided by ecosystems
Source of new medicines
____________________
Air and water purification
Soil erosion /runoff management

6. WHAT DOES IT MEAN? BIODIVERSITY
The sum total of all the variety of organisms in the biosphere = _____________
REMEMBER!
Everything is connected.
BIODIVERSITY is a measure
of the health of an ecosystem.
BIODIVERSITY
Image from: Pearson Education Inc, publishing as Pearson Prentice Hall ©2006

7. ENVIRONMENTAL PROBLEMS
DEAD ZONES
___________________
OZONE DEPLETION
ACID RAIN
GLOBAL WARMING

8. 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

12. Gulf of Mexico Dead Zone
The DEADZONE forms each April, generally grows
throughout the summer, reaching a peak in late July.

13. Gulf of Mexico Dead Zone
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

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

15. ENVIRONMENTAL PROBLEMS
DEAD ZONES
___________________
OZONE DEPLETION
ACID RAIN
GLOBAL WARMING

16. OZONE LAYER Our atmosphere between 20-50 km contains
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

17. EFFECTS OF UV RADIATION
Skin cancer
__________________________________
___________________________________
Premature aging of skin
Cataracts/blindness
Reduced crop yield
Disruptions in the marine food chain
Click here to see a movie
about the effects of UV radiation
WMV, 618K

18. 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

19. 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.

20. 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.

21. What’s the cause of Ozone Depletion?
Chlorofluorocarbon
molecules _______
released from
air conditioners,
aerosol spray cans,
fire extinguishers,
and industry
________________
(CFC’s)
destroy ozone

22. 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 banned after 1995 in the developed countries, and later in developing countries. Today, over 180 countries have ratified the treaty.
MONTREAL PROTOCOL
REDUCTION

23. THAT’S WHY . . . _____________spray cans AEROSOL no longer contain
_____________spray cans
no longer contain
CFC propellants.
Gases in ___________________
and _____________ are collected
and recycled.
AEROSOL
AIR CONDITIONERS
refrigerators

24. 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.

25. ENVIRONMENTAL PROBLEMS
DEAD ZONES
___________________
OZONE DEPLETION
ACID RAIN
GLOBAL WARMING

26. Chemical Transformation Emissions to Atmosphere
Figure 6-12 The Formation of 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.

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

28. GLOBAL WARMING 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)

29. GREENHOUSE EFFECT Temperatures of Earth remain within a range
______________ because the _____________
acts as a natural _________________ blanket.
suitable for life
atmosphere
insulating

30. 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

31. 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

32. 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!

33. FACTS WE KNOW
Global mean surface temperatures have increased °F since the late 19th century.
The 20th century's ten warmest years have
occurred in the last 15 years of this century.

34. FACTS WE KNOW
The snow cover in the Northern Hemisphere and floating ice in the Arctic Ocean have decreased.
Graph & glacier pix: polar bears:

35. FACTS WE KNOW Greenhouse gases in the atmosphere have
increased steadily.

36. 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
raising of livestock

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

38. Coastal flooding What’s so bad about warming up a little?
Cartoon from Brookings Register
Coastal flooding

39. Changes in Gulf Stream What’s so bad about warming up a little?
What’s so bad about warming up a little?
Changes in
Gulf Stream

40. More severe storms What’s so bad about warming up a little?
More severe storms

41. Weather extremes What’s so bad about warming up a little?
Heat waves and drought
Brookings Register

42. Changing habitats means loss of species
What’s so bad about warming up a little?
Changing habitats
means
loss of species

43. 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

44. 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". 
160 nations have now agreed (not US)

45. 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

46. Even if we don’t ratify the Kyoto agreement
Even if we don’t ratify the Kyoto agreement . . we can still work to reduce our emissions of global warming gases!
BECAUSE THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!

47. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!

48. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!

49. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
Brookings Register

50. THINGS WE DO TO “FIX GLOBAL WARMING” make sense anyway!
Brookings Register

51. GLOBAL WARMING 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
Cut down on CO2 emissions
(with or without the Kyoto accord)
Recycle
(uses less energy than starting from scratch)
Reduce deforestation (plants use CO2)

52. 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

53. QUOTES
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,
It's not easy being green. ~  Kermit the Frog

54. WE NEED TO START CONSIDERING THE EFFECTS ON OUR PLANET WHEN WE MAKE DECISIONS!

55. SOUTH DAKOTA CORE SCIENCE STANDARDS
NATURE OF SCIENCE: Indicator 1: Understand the nature and
origin of scientific knowledge
9-12.N 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.

56. SOUTH DAKOTA CORE SCIENCE STANDARDS
NATURE OF SCIENCE: Indicator 1: Understand the nature and
origin of scientific knowledge
9-12.N 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

57. SOUTH DAKOTA CORE SCIENCE STANDARDS
LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one
another and the environment.
9-12.L 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

58. 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 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

59. 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 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

60. 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

61. SOUTH DAKOTA CORE SCIENCE STANDARDS
TECHNOLOGY, ENVIRONMENT, & SOCIETY: Indicator 2: Analyze the relationships/interactions
among science, technology, environment, and society.
9-12.S 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 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 Students are able to analyze and describe the benefits, limitations, cost, and consequences involved in using, conserving, or recycling resources.
Examples: agriculture, energy

62. 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.

63. 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

64. 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.

65. SOURCES http://www.animation-station.com/smileys/index.php?page=17

66. SOURCES http://www.oldetimecooking.com/Images/Fruits/Apple.jpg