1. Integrated Environmental Health Middle School Project University of Washington © 2005 1 INE/JIP Work in Barrow Spring 2009 Dr. Robert A. Perkins, PE Institute of Northern Engineering University of Alaska

2. Integrated Environmental Health Middle School Project University of Washington © 2005 2 What is Environmental Health? A Student Introduction Outside Inside

3. Integrated Environmental Health Middle School Project University of Washington © 2005 3 What is the environment? The trees, air, & soil around us Our fields, farms & the food we grow Our oceans, lakes, and rivers ALL the places we live, work & play

4. Integrated Environmental Health Middle School Project University of Washington © 2005 4 What is health? Nutritious foods help us stay healthy. Doctors, hospitals & medicines help us get healthy if we’re sick. Regular exercise helps keep us strong and healthy.

5. Integrated Environmental Health Middle School Project University of Washington © 2005 5 Environmental Health? The study of how the environment affects your health. Food Air Water Sunlight Noise Soil

6. Integrated Environmental Health Middle School Project University of Washington © 2005 6 Good Things Around Us There are many things around us that help us stay healthy. Family & friends Beautiful scenery to look at Medicine & vitamins Oxygen in the air Nutrients in food

7. Integrated Environmental Health Middle School Project University of Washington © 2005 7 Hazards A hazard is anything in the environment that can hurt you or make you sick. Bacteria & viruses Harmful chemicals Loud noises Tobacco smoke Stress

8. Integrated Environmental Health Middle School Project University of Washington © 2005 8 Environmental Health Careers Work as scientists in research labs Work for the government writing regulations and studying pollution Work for corporations making sure workplaces are safe for workers People working in the field of environmental health...

9. Integrated Environmental Health Middle School Project University of Washington © 2005 9 The 7 Core Concepts

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11. Integrated Environmental Health Middle School Project University of Washington © 2005 11 A Toxic Word Game Toxic means _____________________. Toxic_____ is the study of poisons. Toxic___ is a measure of how dangerous a chemical is. poisonous or dangerous ology ity

12. Integrated Environmental Health Middle School Project University of Washington © 2005 12 A Toxicity Scale Toxicity Rating Signal Words on Package Symbol on Package Highly ToxicDANGER or POISON Moderately ToxicWARNING Slightly ToxicCAUTION Not Toxicnone

13. Integrated Environmental Health Middle School Project University of Washington © 2005 13 How would you rate these products? Toxicity Rating Highly Toxic Moderately Toxic Slightly Toxic Not Toxic

14. Integrated Environmental Health Middle School Project University of Washington © 2005 14 And the answers are… Toxicity Rating Highly Toxic Moderately Toxic Slightly Toxic Not Toxic

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20. Integrated Environmental Health Middle School Project University of Washington © 2005 20 The Dose Makes the Poison

21. Integrated Environmental Health Middle School Project University of Washington © 2005 21 Multiple Choice Your friend wants to know if the mosquito repellent DEET is bad for him. You should answer: –Is it a natural product? –How bad are the mosquitoes? –How much are you planning to drink?

22. Integrated Environmental Health Middle School Project University of Washington © 2005 22 Dose - Response The response is related to the dose Measure and describe the response In General –As the dose increases the response increases

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28. Integrated Environmental Health Middle School Project University of Washington © 2005 28 LD 50 Dose = internal injected or consumed quantity of contaminant that is lethal to 50% of organisms –In stated time LC 50 = media (air, water or sediment) concentration that is toxic to 50% of organisms –Also in stated time

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30. Integrated Environmental Health Middle School Project University of Washington © 2005 30 Exposure is The total amount of a hazard that comes in direct contact with your body.

31. Integrated Environmental Health Middle School Project University of Washington © 2005 31 The 3 parts of exposure The Source of the hazard (bus exhaust) The Environmental Pathway (air) The Contact (inhaled fumes)

32. Integrated Environmental Health Middle School Project University of Washington © 2005 32 Which route will the hazards take?

33. Integrated Environmental Health Middle School Project University of Washington © 2005 33 Route #1: Inhalation Inhalation: Breathing. When chemicals enter the body through this route of exposure, they can get stuck in the lungs and/or be taken up into the bloodstream. Inhalation: Breathing. When chemicals enter the body through this route of exposure, they can get stuck in the lungs and/or be taken up into the bloodstream.

34. Integrated Environmental Health Middle School Project University of Washington © 2005 34 Route #2: Ingestion Ingestion: Swallowing (usually by eating or drinking). When chemicals enter the body through this route of exposure, they can easily be taken up into the bloodstream. Ingestion: Swallowing (usually by eating or drinking). When chemicals enter the body through this route of exposure, they can easily be taken up into the bloodstream.

35. Integrated Environmental Health Middle School Project University of Washington © 2005 35 Route #3: Dermal Absorption Dermal Absorption: Absorbing a chemical through any part of the skin, including the eyes. When chemicals come in contact with the skin, they can sometimes enter the bloodstream through this route of exposure. Dermal Absorption: Absorbing a chemical through any part of the skin, including the eyes. When chemicals come in contact with the skin, they can sometimes enter the bloodstream through this route of exposure.

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37. Integrated Environmental Health Middle School Project University of Washington © 2005 37 Exposure X X What is dose? XX X X X X = hazard Dose Dose is the amount of a hazard that actually enters your body. X X X X X X

38. Integrated Environmental Health Middle School Project University of Washington © 2005 38 Dose can depend on… Duration of Exposure: How long? Frequency of Exposure: How often? Body Size: How big or small are you? M L S S

39. Integrated Environmental Health Middle School Project University of Washington © 2005 39 Duration of Exposure might not have any harmful effects. 30 minutes of sun exposure

40. Integrated Environmental Health Middle School Project University of Washington © 2005 40 Duration of Exposure might be very harmful indeed! But 4 hours of sun exposure

41. Integrated Environmental Health Middle School Project University of Washington © 2005 41 Dose can depend on how big or small you are. To understand how, let’s take three different size flasks and fill them with water. Imagine each one represents a different human body - one small, one medium, and one large. Dose & Body Size L M s s L M s

42. Integrated Environmental Health Middle School Project University of Washington © 2005 42 Now we will take a dropper of an imaginary hazardous substance and put 3 drops in each flask. What will happen? How will each flask look after the 3 dark purple drops have been added? A Dose Experiment L M s

43. Integrated Environmental Health Middle School Project University of Washington © 2005 43 More on Dose Timing –Acute/Chronic –<96-hour/Longer Term –Lethal/Sublethal –Immediate/Delayed Response –Sensitive Life Stage(s) –Bioavailability/Exposure

44. Integrated Environmental Health Middle School Project University of Washington © 2005 44 A Dose Experiment - Step 1 s M L

45. Integrated Environmental Health Middle School Project University of Washington © 2005 45 A Dose Experiment - Step 2 L s M

46. Integrated Environmental Health Middle School Project University of Washington © 2005 46 A Dose Experiment - Step 3 L M s

47. Integrated Environmental Health Middle School Project University of Washington © 2005 47 The larger the dose, the more extreme the response will be. Dose/Response Relationship 1 can of pop in 15 minutes 3 cans of pop in 15 minutes

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49. Integrated Environmental Health Middle School Project University of Washington © 2005 49 Individual Susceptibility Why are these people more likely to be harmed by exposure to a hazard than the man below?

50. Integrated Environmental Health Middle School Project University of Washington © 2005 50 Individual Susceptibility Pregnant women and their developing babies Elderly people whose defense mechanisms are less efficient Infants and children who are still developing Sick people who have weakened immune systems

51. Integrated Environmental Health Middle School Project University of Washington © 2005 51 Genes & Susceptibility Your genes can also make you more or less susceptible to harm from an environmental hazard. For example, some people are more likely to get sick when they are exposed to certain kinds of pesticides.

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53. Integrated Environmental Health Middle School Project University of Washington © 2005 53 What are the risks & benefits? 1 1 2 2 3 3

54. Integrated Environmental Health Middle School Project University of Washington © 2005 54 Risks & Benefits What are the risks and benefits when grape growers use pesticides on their crops?

55. Integrated Environmental Health Middle School Project University of Washington © 2005 55 Risks & Benefits RISKSBENEFITS No bugs! Better looking fruit that is more visually appealing Bigger crops so farmers can make more profit People ingest pesticides with the fruit and get sick Pesticides get into dirt and water Animals ingest pesticides and get sick

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57. Integrated Environmental Health Middle School Project University of Washington © 2005 57 What is environmental justice? Environmental Justice (EJ) means that everyone has a right to live in an environment that doesn’t make them sick, regardless of their race, culture, or income.

58. Integrated Environmental Health Middle School Project University of Washington © 2005 58 The EJ Process Who is producing the hazard? Who is being exposed? Who are the decision makers? Establish a dialog between the decision makers, scientists, and the affected community. Empower community members to bring about change. Share information and decisions with community members.

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60. Integrated Environmental Health Middle School Project University of Washington © 2005 60 Where can you go for information? City hall State agencies Federal agencies Doctors Nurses Hospitals Health Department Schools Libraries Universities Your Town Caution!

61. Integrated Environmental Health Middle School Project University of Washington © 2005 61 Toxicity Studies Probe Type of toxic effect Dose response relationship –Including NOEL

62. Integrated Environmental Health Middle School Project University of Washington © 2005 62 Risk Assessment What is the dose people or the environment will be exposed to? –the fate and transport of the substance –environmental engineering What are the likely effects at that dose? –toxicology State the probability and severity of some harm based on alternatives

63. Integrated Environmental Health Middle School Project University of Washington © 2005 63 Risk Management What is to be done about the risk? Do nothing and accept consequences Do something and reduce consequences –What –When –At what cost –Who will pay those costs Law may require

64. Integrated Environmental Health Middle School Project University of Washington © 2005 64 Risks and Benefits Often must compare with benefits –Pharmaceuticals –All have some unwanted effects Pesticides –Food supply –Human and ecological consequences for use and non-use Chlorine –Bacteria and viruses in water supply –Chlorinated byproducts

65. Integrated Environmental Health Middle School Project University of Washington © 2005 65 Ecological Risk Assessment What are the risks to the environment?

66. Integrated Environmental Health Middle School Project University of Washington © 2005 66 How can you take action? Write a letter to a newspaper Call or write an elected official Organize a community meeting Inform your neighbors Make a documentary about the problem Create a petition and get signatures

67. Integrated Environmental Health Middle School Project University of Washington © 2005 67 Example of Test Chambers

68. Integrated Environmental Health Middle School Project University of Washington © 2005 68 Spaghetti Factory

69. Integrated Environmental Health Middle School Project University of Washington © 2005 69 Arctic marine life Acute responses may be delayed with Arctic species May be different than sub-arctic and temperate organism responses at lower temperatures Life stages associated with ice Characterized by storage of lipids in visible globules Some have anti-freeze molecules Feeding may be limited to Spring/Fall

70. Integrated Environmental Health Middle School Project University of Washington © 2005 70 Valuable Ecosystem Components for Beaufort and Chukchi Sea III -

71. Integrated Environmental Health Middle School Project University of Washington © 2005 71 Arctic Cod Slide from Akvaplan-niva

72. Integrated Environmental Health Middle School Project University of Washington © 2005 72 Copepod, Calanus glacialis

73. Integrated Environmental Health Middle School Project University of Washington © 2005 73 INE/JIP Work in Barrow Working with BASC Leased a lab in BARC –Minus1°C cold room Acquire Cod for eggs or juvenile cod for holding and testing Copepods – juveniles and adults

74. Integrated Environmental Health Middle School Project University of Washington © 2005 74 How to get test organisms

75. Integrated Environmental Health Middle School Project University of Washington © 2005 75 Beam Trawl

76. Integrated Environmental Health Middle School Project University of Washington © 2005 76 Crab Pot Survey

77. Integrated Environmental Health Middle School Project University of Washington © 2005 77 Plankton Nets From Alex Salki

78. Integrated Environmental Health Middle School Project University of Washington © 2005 78 Nok, Michael, and Scott

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87. Integrated Environmental Health Middle School Project University of Washington © 2005 87 Testing Maintain eggs and larvae in cold room Test varying concentrations of oil and dispersants Learn the dose-response curve for two arctic organisms for each tested dispersant Microbial Remediation Rates with indigenous microbes

88. Integrated Environmental Health Middle School Project University of Washington © 2005 88 Thanks Questions?

89. Integrated Environmental Health Middle School Project University of Washington © 2005 89 Any Questions?

90. Integrated Environmental Health Middle School Project University of Washington © 2005 90 http://www.apdc- ak.org/newsletter/index.htm