1. Copyright © 2006 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Ch 3 Chapter title Part title PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum AP Environmental Science (APES) Mr. Grant (Lessons 1-5) Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings

2. Lesson #1: Course Introduction Objectives: Course goals, structure, and expectations. Hand out opening Unit Plan Conduct CLOZE assessment Can I make a difference? What keeps me a prisoner? What do I need to change about myself?

3. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Course Goals: 1.Prepare you for the APES Exam in May. a)100 Multiple Choice -Testing your knowledge and mastery of the material. b)4 “Free Response” exercises -Analyzing and interpreting information and experimental data, including mathematical calculations. -How to identify and analyze environmental problems, to evaluate the ecological and human health risks associated with these problems, and to critically examine various solutions for resolving or preventing them. c)Last Year’s Performance 5’s (Extremely well qualified) – 14’s (Well qualified) – 4 3’s (Qualified) – 52’s (Possibly qualified) – 6 1’s (No recommendation) – 5

4. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Course Goals: 2.To provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. -Earth Systems and Resources -The Living World -Population Dynamics -Land and Water Use -Energy Resources and Consumption -Pollution -Global Change

5. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Course Goals: 3.To ignite possibilities and a deeper sense of purpose within students. a)A belief and desire to make a difference in the world. b)Can I make a difference?… finding the greatness in yourself.

6. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Course Structure: Designed as an introductory college course. Combination lecture, discussion, video support, and labs. Clearly organized in each Unit Plan. -What and when. A Brisk Pace – Rarely will the course deviate from what is scheduled in the Unit Plan. Textbook – Environment: The Science Behind the Stories (3rd Ed), Withgott and Brennan Regular Evaluations and Grades QuizzesMultiple Choice Exercises Interpreting Graphs and Data ExercisesLabs Unit ExamsTerm & Final Exams

7. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Course Expectations: Stay current with the Unit Plan. -Plan ahead. Academic, Intellectual, and Personal Integrity & Excellence -What you hand in represents your own effort and scholarship. -Put your best foot forward. Be attentive and engaged. -Counts as part of your grade. Take notes and have an organized notebook. -NO Computer use for note taking.  = Important… connected to an objective. Study… Learn the Material!!!... Homework vs. Studying -Homework: tasks assigned to students by their teachers to be completed mostly outside of class. -Studying: the application of the mind to the acquisition of knowledge, as by reading, investigation, or reflection.

8. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Mr. Grant’s APES Web Site (Under Construction)

9. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Opening Unit Plan

10. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings CLOZE Assessment The CLOZE procedure assesses the match between a reader and a particular text. It will provide an indication of how much support the reader needs to comprehend the specific text.

11. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Name:____________________________________________ Date: ___________ Timing Greenland ’ s Glaciers as They Race to the Sea Scientists have known for years that the Arctic is bearing the brunt of global warming and that the massive ice sheet covering Greenland is melting around its edges. But data from 1993 __ __ to 2003 showed Greenland ’ s ice __ __ __ __ loss accounting for only 4 – 12% __ __ of global sea level rise, __ __ __ __ __ about 0.21 mm/yr. And as __ __ __ __ __ __ __ authors of the IPCC ’ s Fourth __ __ __ __ __ __ __ __ __ __ Assessment Report used results from __ __ __ __ __ __ __ climate models to predict Greenland ’ s __ __ __ __ __ __ future contributions to sea-level rise, __ __ __ the models told them to __ __ __ __ __ expect more of the same. __ __ __ __ __ __ However, some brand-new research hadn ’ t __ __ __ __ made it into the models. __ __ __ __ __ __ __ __ __ __ Scientists studying how ice moves __ __ __ __ were learning that ice sheets __ __ __ can collapse more quickly than __ __ __ __ __ __ __ __ expected and that Greenland ’ s ice __ __ __ __ loss is accelerating. As a __ __ __ __ __ __ result, they said, the IPCC __ __ __ __ __ __ report underestimates the likely speed __ __ __ and extent of future sea __ __ __ __ __ level rise. Greenland ’ s ice sheet __ __ is massive, averaging nearly a __ __ __ __ mile deep and covering as __ __ __ __ much area as Texas, California, __ __ __ __ __ __ __ __ Michigan, and Minnesota combined. If __ __ __ the entire ice sheet were __ __ to melt, global sea level __ __ __ __ __ would rise by a whopping __ 7m (23 ft).

12. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings The ice sheet __ __ __ __ __ gains mass by accumulating snow __ __ __ __ __ __ during cold weather, which becomes __ __ __ __ __ __ packed into ice over time. __ __ It loses mass as surface __ __ __ ice melts in warm weather, __ __ __ __ __ __ __ __ __ generally at the periphery, where __ __ __ ice is thinnest or contacts __ __ __ __ __ __ __ __ seawater. If melting and runoff __ __ __ __ __ __ __ outpace accumulation, then the ice __ __ __ __ __ sheet shrinks. But researchers are __ __ __ now learning that the internal __ __ __ __ __ __ __ __ physical dynamics of how ice __ __ __ __ __ moves may be more important. __ __ __ __ __ These dynamics can speed the __ __ __ __ flow of immense amounts of __ __ __ ice in outlet glaciers downhill __ __ __ __ __ __ toward the coast, where eroding __ __ __ ice sloughs off and melts __ __ __ __ into the sea. The first __ __ __ __ good indication of this process __ __ __ __ came in 2002 when a team led by Jay Zwally of NASA ’ s Goddard Space Flight Center in Maryland noted that ice in outlet glaciers flows more quickly during warm months, when pools of meltwater form on the surface. In a paper published in the journal Science in 2002, Zwally ’ s group proposed that meltwater leaks down through crevasses and vertical tunnels called moulins to the bottom of the glacier.

13. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Due Next Class… Collect papers from the summer reading

14. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Reflection Exercise: Journal on the following three questions… 1.Can I make a difference? 2.What keeps me a prisoner? 3.What do I need to change about myself?

15. Copyright © 2006 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Ch 3 Chapter title Part title PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Lesson #2: An Introduction to Environmental Science Our Island, Earth & The Nature of Environmental Science

16. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Objectives: Define the term environment. Describe natural resources and explain their importance to human life. Characterize the interdisciplinary nature of environmental science. TED Video - For almost three decades, John Francis has been a planetwalker, traveling the globe by foot and sail with a message of environmental respect and responsibility (for 17 of those years without speaking). A funny, thoughtful talk with occasional banjo.

17. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Define Environment The sum total of our surroundings, including all the living and nonliving things with which we interact. Humans are part of the environment and are not separate from nature.

18. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Environment: the total of our surroundings All the things around us with which we interact: Living things Animals, plants, forests, fungi, etc. Nonliving things Continents, oceans, clouds, soil, rocks Our built environment Buildings, human-created living centers Social relationships and institutions

19. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Humans and the world around us Humans change the environment, often in ways not fully understood We depend completely on the environment for survival -Increased wealth, health, mobility, leisure time -But, natural systems have been degraded -i.e., pollution, erosion and species extinction -Environmental changes threaten long-term health and survival Environmental science is the study of: -How the natural world works -How the environment affects humans and vice versa

20. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Natural resources: vital to human survival  Renewable resources: -Perpetually available: sunlight, wind, wave energy -Renew themselves over short periods: timber, water, soil -These can be destroyed  Nonrenewable resources: can be depleted -Oil, coal, minerals  Natural resources = substances and energy sources needed for survival  Describe natural resources and explain their importance to human life…

21. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Global human population growth More than 6.7 billion humans Why so many humans? -Agricultural revolution -Stable food supplies -Industrial revolution -Urbanized society powered by fossil fuels -Sanitation and medicines -More food  Describe natural resources and explain their importance to human life…

22. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Thomas Malthus and human population Thomas Malthus Population growth must be restricted, or it will outstrip food production Starvation, war, disease Neo-Malthusians Population growth has disastrous effects Paul and Anne Ehrlich, The Population Bomb (1968)

23. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Garrett Hardin’s Tragedy of the Commons Unregulated exploitation leads to resource depletion -Soil, air, water Resource users are tempted to increase use until the resource is gone Solution? -Private ownership? -Voluntary organization to enforce responsible use? -Governmental regulations?

24. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings The “ecological footprint” The environmental impact of a person or population -Amount of biologically productive land + water -for raw materials and to dispose/recycle waste Overshoot: humans have surpassed the Earth’s capacity We are using 30% more of the planet’s resources than are available on a sustainable basis!

25. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Environmental science … can help us avoid mistakes made by past civilizations. The lesson of Easter Island: people annihilated their culture by destroying their environment. Can we act more wisely to conserve our resources?

26. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Environmental science: how does the natural world work? Environment  impacts  Humans It has an applied goal: developing solutions to environmental problems  An interdisciplinary field… employing the approaches and insights of numerous disciplines. -Natural sciences: information about the world -Environmental Science programs -Social sciences: values and human behavior -Environmental Studies programs  Characterize the interdisciplinary nature of environmental science…

27. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings What is an “environmental problem”? -The perception of what constitutes a problem varies between individuals and societies -Ex.: DDT, a pesticide -In developing countries: welcome because it kills malaria-carrying mosquitoes -In developed countries: not welcome, due to health risks Bed Bugs and DDT

28. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Environmental science is not environmentalism Environmental science The pursuit of knowledge about the natural world Scientists try to remain objective Environmentalism A social movement dedicated to protecting the natural world

29. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings TED Video John Francis Walks the Earth (19:28) John Francis walks the Earth, carrying a message of careful, truly sustainable development and respect for our planet. “We have to leave behind the security of who we’ve become and go to the place of who we are becoming.”

30. Copyright © 2006 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Ch 3 Chapter title Part title PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Lesson #3: An Introduction to Environmental Science The Nature of Science & Sustainability and the Future of Our World

31. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Objectives: Define the terms abiotic factors and biotic factors. Understand the scientific method and how science operates. Diagnose and illustrate some of the pressures on the global environment. Evaluate the concepts of sustainability and sustainable development. TED - Worldchanging.com founder Alex Steffen argues that reducing humanity’s ecological footprint is incredibly vital now, as the western consumer lifestyle spreads to developing countries.

32. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Define Abiotic Factor and Biotic Factor Abiotic Factor - A non-living chemical or physical factor in the environment, such as soil, pH, forest fire, etc. Biotic Factor - A factor created by a living thing or any living component within an environment in which the action of the organism affects the life of another organism, for example a predator consuming its prey.

33. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings The nature of science Science: -A systematic process for learning about the world and testing our understanding of it -A dynamic process of observation, testing, and discovery -The accumulated body of knowledge that results from this process Science is essential -To sort fact from fiction -Develop solutions to the problems we face

34. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Applications of science Restoration of forest ecosystems altered by human suppression of fire Policy decisions and management practices Energy-efficient methanol- powered fuel cell car from DaimlerChrysler Technology

35. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  The scientific method  A technique for testing ideas with observations Assumptions: -The universe works according to unchanging natural laws -Events arise from causes, and cause other events -We use our senses and reason to understand nature’s laws  Understand the scientific method and how science operates…

36. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  The scientific method  A scientist makes an observation and asks questions of some phenomenon  The scientist formulates a hypothesis, a statement that attempts to explain the scientific question.  The hypothesis is used to generate predictions, which are specific statements that can be directly and unequivocally tested.  The test results either support or reject the hypothesis  Understand the scientific method and how science operates…

37. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Experiments test the validity of a hypothesis  Manipulative experiments yield the strongest evidence But, lots of things can’t be manipulated  Natural or correlational tests show real-world complexity Results are not so neat and clean, so answers aren’t simply black and white  Understand the scientific method and how science operates…

38. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings The scientific process is part of a larger process  The scientific process includes peer review, publication, and debate  A consistently supported hypothesis becomes a theory, a well- tested and widely accepted explanation  With enough data, a paradigm shift – a change in the dominant view – can occur  Understand the scientific method and how science operates…

39. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Population & consumption  Human population growth exacerbates all environmental problems -The growth rate has slowed, but we still add more than 200,000 people to the planet each day  Our consumption of resources has risen even faster than our population growth. -Life has become more pleasant for us so far -However, rising consumption amplifies the demands we make on our environment.  Diagnose and illustrate some of the pressures on the global environment…

40. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Ecological footprints are not all equal The ecological footprints of countries vary greatly -The U.S. footprint is almost 5 times greater than the world’s average -Developing countries have much smaller footprints than developed countries

41. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings We face challenges in agriculture  Expanded food production led to increased population and consumption (i.e., industrial agriculture) It’s one of humanity’s greatest achievements, but at an enormous environmental cost Nearly half of the planet’s land surface is used for agriculture Chemical fertilizers Pesticides Erosion Changed natural systems  Diagnose and illustrate some of the pressures on the global environment…

42. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings We face challenges in pollution  Waste products and artificial chemicals used in farms, industries, and households Each year, millions of people die from pollution  Diagnose and illustrate some of the pressures on the global environment…

43. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings We face challenges in climate  Scientists have firmly concluded that humans are changing the composition of the atmosphere The Earth’s surface is warming Melting glaciers Rising sea levels Impacted wildlife and crops Increasingly destructive weather Since the Industrial Revolution, atmospheric carbon dioxide concentrations have risen by 37%, to the highest level in 650,000 years  Diagnose and illustrate some of the pressures on the global environment…

44. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings We face challenges in biodiversity  Human actions have driven many species extinct, and biodiversity is declining dramatically We are at the onset of a mass extinction event Biodiversity loss may be our biggest environmental problem; once a species is extinct, it is gone forever  Diagnose and illustrate some of the pressures on the global environment…

45. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings The Millennium Ecosystem Assessment The most comprehensive scientific assessment of the condition of the world’s ecological systems Major findings: Humans have drastically altered ecosystems These changes have contributed to human well- being and economic development, but at a cost Environmental degradation could get much worse Degradation can be reversed, but it requires work

46. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Our energy choices will affect our future The lives we live today are due to fossil fuels Machines Chemicals Transportation Products  Fossil fuels are a one-time bonanza; supplies will certainly decline We have used up ½ of the world’s oil supplies; how will we handle this imminent fossil fuel shortage?  Diagnose and illustrate some of the pressures on the global environment…

47. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Sustainable solutions exist We must develop solutions that protect both our quality of life and the environment Organic agriculture Technology -Reduces pollution Biodiversity -Protect species Waste disposal -Recycling Alternative fuels

48. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Are things getting better or worse? Many people think environmental conditions are better Cornucopians: Human ingenuity will solve any problem Some think things are much worse in the world Cassandras: predict doom and disaster How can you decide who is correct? Are the impacts limited to humans, or are other organisms or systems involved? Are the proponents thinking in the long or short term? Are they considering all costs and benefits?

49. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Sustainability: a goal for the future How can humans live within the planet’s means? -Humans cannot exist without functioning natural systems  Sustainability -Leaves future generations with a rich and full Earth -Conserves the Earth’s natural resources -Maintains fully functioning ecological systems  Sustainable development: the use of resources to satisfy current needs without compromising future availability of resources  Evaluate the concepts of sustainability and sustainable development…

50. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Will we develop in a sustainable way? The triple bottom line: sustainable solutions that meet -Environmental goals -Economic goals -Social goals Requires that humans apply knowledge from the sciences to -Limit environmental impacts -Maintain functioning ecological systems

51. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Due Next Class… Chapter 1 Multiple Choice Questions Due Chapter 1 Quiz Interpreting Graphs and Data Exercise Sheet

52. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings TED Video Alex Steffen Sees A Sustainable Future (17:31) Alex Steffen is cofounder and executive editor of WorldChanging.com, an online clearinghouse of information and inspiration on the environment. “I think better things are on the way.”

53. Copyright © 2006 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Ch 3 Chapter title Part title PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Lesson #4: Interpreting Graphs and Data

54. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Objectives: Define the term sustainability. Review Chapter 1 Multiple Choice Questions In class exercise to help build quantitative and analytical skills in reading graphs and making sense of data.

55. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Define Sustainability A guiding principle of environmental science that requires us to live in such a way as to maintain Earth’s systems and natural resources for the foreseeable future.

56. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Review Chapter 1 Multiple Choice Questions

57. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Interpreting Graphs and Data Environmental scientist study phenomena that range in size from individual molecules to the entire Earth and that occur over time periods lasting from fractions of a second to billions of years. To simultaneously and meaningfully represent data covering so many orders of magnitude, scientist have devised a variety of mathematical and graphical techniques, such as exponential notation and logarithmic scales. Below are two graphical representations of the same data, representing the growth of a hypothetical population from an initial size of 10 individuals at a rate of increase of approximately 2.3% per generation. The graph in part (a) uses a conventional linear scale for the population size; the graph in part (b) uses a logarithmic scale.

58. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Interpreting Graphs and Data 1) Using the graph in part (a), what would you say was the population size after 200 generations? After 600? After 800? After 900? Graph (a): 0; 0; 1 billion; 10 billion

59. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Interpreting Graphs and Data 1) How would you answer the same questions using the graph in part (b)? After 200 generations? After 600? After 800? After 900? Graph (b): 1,000; 10,000,000; 1 billion; 10 billion.

60. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Interpreting Graphs and Data 2) What impression does the graph in part (a) give about population change for the first 600 generations? Graph (a) gives the impression that the population does not grow at all during the first 600 generations,

61. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Interpreting Graphs and Data 2) What impression does the graph in part (b) give about population change for the first 600 generations? Graph (b) gives the impression that the population is growing at a constant rate.

62. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Interpreting Graphs and Data 2) What impression does the graph in part (a) give about population change for the last 100 generations? Graph (a) gives the impression that the population grows exceedingly quickly during the last 100 generations.

63. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Interpreting Graphs and Data 2) What impression does the graph in part (b) give about population change for the last 100 generations? Graph (b) gives the impression that the population grows at a constant rate.

64. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Interpreting Graphs and Data 3) What advantages and disadvantages might there be in using a linear graph like the one in part (a)? A linear graph like part (a) gives an accurate idea of the relative rate of change at one time versus another, when the rate of change is highly variable, or when it occurs at a large scale.

65. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Interpreting Graphs and Data 3) What advantages and disadvantages might there be in using a linear graph like the one in part (b)? A logarithmic graph like part (b) shows greater accuracy at small scales, but obscures the acceleration in amount of change.

66. Copyright © 2006 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Ch 3 Chapter title Part title PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Lesson #5: Lab: The Great Biodegradable Burial

67. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Objectives: Students choose materials found at school from a list, predict how long it will take each item to decompose, and then bury the items. Buried items will be unearthed near the end of the course. This experiment allows students to see how long it takes for some types of waste (especially plastics) to decay in landfills.