1. Chapter 1 Our Changing Environment

2. IMPORTANT DATES IMPORTANT DATES Chapter 1 HOMEWORK ASSIGNMENTS By next class: Study for Common Test Read p 4 (2002 World Summit) By Wednesday 9/7: Read p 7-17 and take notes Monday 9/12: CH 1 TEST CH 1 HW due

3. GREEN ARCHETECTURE Encompasses environmental considerations such as energy conservation, improved indoor air quality, water conservation, and recycled/reused building materials. Encompasses environmental considerations such as energy conservation, improved indoor air quality, water conservation, and recycled/reused building materials.Examples: Ardrey Kell High Mallard Creek High

4. Lewis Center, Oberlin College Earth-coupled heat pump Motion sensors to shut off lights Wastewater recycled for toilet use Reused building materials

5. Lewis Center, Cont. Photovoltaic (PV) Cells Photovoltaic (PV) Cells

6. Lewis Center, Cont. Triple-paned windows Triple-paned windows

7. Lewis Center, Cont. Landscape mimics the natural ecosystems that were originally in the area Landscape mimics the natural ecosystems that were originally in the area

8. Environmental Science Interdisciplinary study of humanity’s relationship with other organisms and the nonliving physical environment. Interdisciplinary study of humanity’s relationship with other organisms and the nonliving physical environment. Pollution Pollution Any alteration of air, water, Any alteration of air, water, or soil that harms the health, survival, or activities of humans and other living organisms.

9. Pollution Affects the environment in 3 ways… Affects the environment in 3 ways… Chemical Nature Chemical Nature Concentration Concentration Persistence Persistence Pollution Prevention Pollution Prevention vs. Pollution Cleanup…. Which is cheaper?

10. Goals of Environmental Science Establish principles about how the natural world functions Establish principles about how the natural world functions Develop viable solutions to environmental problems Develop viable solutions to environmental problems Make recommendations to elected officials Make recommendations to elected officials Identify, understand, and solve environmental problems that we have created Identify, understand, and solve environmental problems that we have created

11. Ecology Discipline of biology that Discipline of biology that studies the interrelationships between organisms and their environment Use ecology to address human population growth & consequences of that growth Use ecology to address human population growth & consequences of that growth

12. ENVIRONMENTAL SUSTAINABILITY Ability to meet humanity’s current needs without compromising the ability of future generations to meet their needs. Ability to meet humanity’s current needs without compromising the ability of future generations to meet their needs. Ecological Resource Ecological Resource Economic Resource Economic Resource Renewable Resource (perpetual resource) Renewable Resource (perpetual resource) Potentially Renewable Resource Potentially Renewable Resource

13. Environmental Sustainability is based on… What are the effects of our actions on the environment? What are the effects of our actions on the environment? Resources are limited – can we live within those limits? Resources are limited – can we live within those limits? Do we understand the costs to the environment and society? Do we understand the costs to the environment and society? Can we all share the responsibility? Can we all share the responsibility? Solar Capital & Earth Capital… Solar Capital & Earth Capital…

14. Solar Capital & Earth Capital We are all interdependent & We are all interdependent & interconnected to nature interconnected to nature The sun provides the energy for life. Survival, health, and economies depend on nature Survival, health, and economies depend on nature We are depleting Earth’s We are depleting Earth’s natural capital….what is that?

15. 3 Types of Natural Capital RENEWABLE Living species, ecosystems, etc. Self-producing and self-maintaining. Uses solar energy & photosynthesis Can yield marketable goods (wood fiber, food, etc) Can provide unaccounted essential services when left in place (climate regulation, air purification, etc) REPLENISHABLE Groundwater, ozone layer, etc. Nonliving, but also usually dependent on the solar “engine” for renewal. NONRENEWABLE Fossil fuels, minerals, metals, etc. Analogous to inventories: any use implies liquidating part of the stock. IBESS!!!

16. Why aren’t we sustainable?? Using nonrenewable resources as if they are infinite Using nonrenewable resources as if they are infinite Using renewable resources faster than they can be replenished Using renewable resources faster than they can be replenished Polluting the environment with toxins as if Earth can absorb them infinitely Polluting the environment with toxins as if Earth can absorb them infinitely Population continues to grow despite the limited resources & ability to sustain us Population continues to grow despite the limited resources & ability to sustain us

17. Why can’t we stop living “non-sustainably”? Interacting ecological, societal, economic factors Interacting ecological, societal, economic factors Inadequate scientific understanding of the environment and how we affect it Inadequate scientific understanding of the environment and how we affect it Our Challenge: Our Challenge: Meet our immediate needs AND Meet our immediate needs AND Protect the environment in the long term Protect the environment in the long term

18. Two Views of Resource Use From: Our Ecological Footprint, by Mathis Wackernagle & William E. Rees

19. Sustainability must be a BALANCE of quality of life & carrying capacity. Discuss this diagram. Where do we normally exist? What’s the goal??? http://www.coloradocollege.edu/dept/ev/courses/footprint/Footprint.htm

20. EVOLUTION of PEOPLE http://www.ezl.com/~fireball/evolution___of___man.htm

21. Evolution of People… (1) Hunter Gatherers Until ~12,000 years ago Until ~12,000 years ago Nomadic Nomadic “Earth Wisdom” “Earth Wisdom” 3 energy sources: 3 energy sources: Sun, Fire, Muscle Power Sun, Fire, Muscle Power More advanced h-g’s had greater impact on their environment than earlier h-g’s More advanced h-g’s had greater impact on their environment than earlier h-g’s Attempted sustainability Attempted sustainability low resource use & working with nature low resource use & working with nature

22. Evolution of People… (2) Agricultural Revolution 10,000 – 12,000 years ago 10,000 – 12,000 years ago Gradually settled into communities Gradually settled into communities Urbanization Urbanization Larger families Larger families Farming (initially only subsistence farming) Farming (initially only subsistence farming) Cultivate plants & domesticated animals Cultivate plants & domesticated animals

23. Evolution of People… (2) Agricultural Revolution In what ways was the environment impacted? In what ways was the environment impacted? Use of domesticated animals required _____ energy Use of domesticated animals required _____ energy Birth Rates ____ due to more reliable food sources Birth Rates ____ due to more reliable food sources Large areas were cleared & irrigation systems built Large areas were cleared & irrigation systems built People began accumulating material goods People began accumulating material goods Farmers grew more than their families needed Farmers grew more than their families needed Urbanization! Urbanization! Survival of animals/plants once vital to humanity became less important Survival of animals/plants once vital to humanity became less important Focused on taming/managing nature, rather than working with nature. Focused on taming/managing nature, rather than working with nature.

24. Evolution of People… (3) Industrial Revolution Began ~1870s Began ~1870s Production, commerce, trade expanded rapidly Resource dependence shift (renewable to nonrenewable) Resource dependence shift (renewable to nonrenewable) New machines = large-scale production New machines = large-scale production More food and supplies available… More food and supplies available… What happens to population? What happens to population?

25. Evolution of People… (3) Industrial Revolution How do you think this affected the environment???

26. Evolution of People… (4) Technological Revolution Our current cultural shift Our current cultural shift New technology allows people to deal with more information more rapidly New technology allows people to deal with more information more rapidly Environmental impact of this revolution is not yet clear… Environmental impact of this revolution is not yet clear…

27. Evolution of People… (4) Technological Revolution From an Environmental Perspective… How is the Techno-Revolution POSITIVE? How is the Techno-Revolution POSITIVE? How is the Techno-Revolution NEGATIVE? How is the Techno-Revolution NEGATIVE?

28. MEETING THE CHALLENGE 2002 World Summit Background: 1992 UN Conference on Environment and Development (Brazil) Focused on… Pollution Deterioration of atmosphere and oceans Species diversity decline Deforestation Came up with Agenda 21 – The Sustainable Development Plan

29. MEETING THE CHALLENGE 2002 World Summit Agenda 21 – The Sustainable Development Plan Sustainable Development Recommended >2500 actions to deal with our most urgent environmental, health, and social problems 2002 World Summit on Sustainable Development (South Africa) Assessed progress/failures of Agenda 21, finding…

30. 2002 World Summit Not much changed between 1992 and 2002 – most countries are focused on other issues (terrorism, foreign policy, etc) rather than the environment Why didn’t Agenda 21 make more of a difference? Agreements don’t help unless the world’s nations enforce them!! Few international changes, but many local changes! More stringent air pollution policy >100 countries enacted sustainable development plans

31. What is the importance of this diagram?

32. Our Impact on the Environment Biggest human impact on the environment is due to……… Biggest human impact on the environment is due to……… POPULATION INCREASE!! POPULATION INCREASE!! Growing quickly!! Growing quickly!! 1960 – 3 Billion 1960 – 3 Billion 1975 – 4 Billion 1975 – 4 Billion 1987 – 5 Billion 1987 – 5 Billion 1999 – 6 Billion 1999 – 6 Billion Won’t slow down quickly – education is slow! Won’t slow down quickly – education is slow!

33. Poverty Poverty EXTREME POVERTY EXTREME POVERTY unable to meet basic needs (adequate food, clothing, shelter, education, and health) unable to meet basic needs (adequate food, clothing, shelter, education, and health) World Bank estimate: 2.8 Billion people World Bank estimate: 2.8 Billion people POVERTY POVERTY <$1/day per capita <$1/day per capita Low life expectancy, illiteracy, inadequate access to healthcare, safe water, balanced nutrition Low life expectancy, illiteracy, inadequate access to healthcare, safe water, balanced nutrition World Bank estimate: 1.2 Billion people World Bank estimate: 1.2 Billion people 828 Million people get <80% daily recommended calories (UN Estimate) 828 Million people get <80% daily recommended calories (UN Estimate)

34. Population Stabilization?? World population may stabilize by 2100 World population may stabilize by 2100 Why? Why? Drop in Fertility Rate (family planning) (~3 children/family) Drop in Fertility Rate (family planning) (~3 children/family) Will continue to drop Will continue to drop World population should be ~7.9B – 10.9B by 2100 World population should be ~7.9B – 10.9B by 2100Think…. - Can Earth support us indefinitely? - Population is just as important as Consumption!! Developed vs. Developing Developed vs. Developing

35. Population, Consumption, and Environmental Impact Everything comes from somewhere, and must be returned in some form. Everything comes from somewhere, and must be returned in some form. Environmental Impact  I=PAT Environmental Impact  I=PAT I = environmental impact I = environmental impact P = # people P = # people A = affluence per person (measure of consumption or amt of resources used) A = affluence per person (measure of consumption or amt of resources used) T = environmental effects of technologies used to obtain & consume resources (resources needed and wastes produced) T = environmental effects of technologies used to obtain & consume resources (resources needed and wastes produced) Example: Question 9, Page 21 (R&B) Example: Question 9, Page 21 (R&B)

36. IPAT Example (page 21 R&B) Use the IPAT equation to calculate the environmental impact in terms of CO 2 emissions per year at the beginning of the 21st century, when there were 6 billion people, an average of 0.1 motor vehicles per person, and 5.4 tons of CO 2 emitted by each car per year. Then make a similar calculation for the year 2050, based on these projections: a population of 10 billion people, 0.4 cars per person, and CO 2 emissions per vehicle similar to what we have today (that is, no technological improvements). ANSWERS ON NEXT SLIDE How might we hold global CO 2 emissions from motor vehicles to 2000 levels in the year 2050?

37. Answers: 2000: I = P x A x T I = (6 billion people)(0.1 cars/person)(5.4 tons CO 2 /car/year) I = 3.24 billion tons CO 2 /year 2050: I = P x A x T I = (10 billion people)(0.4 cars/person)(5.4 tons CO 2 /car/year) I = 21.6 billion tons CO 2 /year

38. IPAT Equation Must use it with care – we don’t always fully understand the environmental effects of our technologies… it’s tough to measure. Must use it with care – we don’t always fully understand the environmental effects of our technologies… it’s tough to measure. Why is the IPAT equation so volatile? Why is the IPAT equation so volatile? Each variable changes Each variable changes Why is the IPAT equation so useful? Why is the IPAT equation so useful? Helps us identify what we don’t know about our environmental impact Helps us identify what we don’t know about our environmental impact “As human numbers and consumption increase worldwide, so does humanity’s impact on Earth, posing new challenges to us all.”

39. What does this cartoon depict in terms of I=PAT?

40. What’s Your EQ? (…your Environmental Quotient) Answer the quiz questions as honestly as possible. We’ll do it again at the end of the course to see if/how your values have changed! PUT YOUR EQ IN YOUR PORTFOLIO AT THE END OF CLASS.

41. Calculate YOUR Footprint Go to www.myfootprint.org/ and take the online quiz to calculate your footprint. Then recalculate, experimenting with the settings to see how the footprint changes… different country, different diet, etc. Write down your settings & results. Discussion: 1.How are we different? Why? 2.What settings did you change? How did it impact your footprint? 3.What changes can we realistically make to minimize our footprints? 4.What do our results mean for Earth in the long run?

42. HOMEWORK Read pages 7- 17 in your text and fill in the notes on the Endocrine Disrupters Endocrine Disrupters Declining Commercial Fisheries Declining Commercial Fisheries Declining Bird Populations Declining Bird Populations Re-introduction of Native Species Re-introduction of Native Species Invasive Species Invasive Species Stratospheric Ozone Depletion Stratospheric Ozone Depletion Global Warming Global Warming Deforestation Deforestation BE PREPARED FOR A QUIZ NEXT CLASS ON THESE CASE STUDIES.

43. QUIZ TIME! Chapter 1 Case Studies Pages 7-17

44. NPR Clip Shade-grown coffee and bird populations http://www.npr.org/templates/story/ story.php?storyId=129800164 (~6minutes)

45. Case Study Extensions Get in eight teams. Each team reads one of eight case studies related to those in Chapter 1. Become experts! When done, each team must teach the class about your topic. After each presentation, the class will discuss how this topic relates to the case study in Chapter 1. Use these questions to guide your discussion: Why did Mrs. Toth choose this topic to supplement your book’s reading? How does this relate to environmental science? How does this relate to the case study in the book?

46. HOMEWORK Write at least two quiz-type questions that review today’s case studies (from the book and the articles). Format: open-ended, not multiple-choice You’ll play “popcorn” next class with these questions. Someone asks a question, then throws the ball to another student for the answer. The person who correctly answers the question asks the next one. EVERYONE participates!

47. Ethics, Values, and Worldviews: Addressing Environmental Problems ETHICS ETHICS branch of philosophy that is derived through the logical application of human values. branch of philosophy that is derived through the logical application of human values. VALUES VALUES Principles that an individual or society considers important or worthwhile. Principles that an individual or society considers important or worthwhile. Can change as society changes Can change as society changes ENVIRONMENTAL ETHICS ENVIRONMENTAL ETHICS Applied ethics considering the moral basis of environmental responsibility and how far this responsibility extends. Applied ethics considering the moral basis of environmental responsibility and how far this responsibility extends. How should we relate to nature? How should we relate to nature? How do we balance short-term goals with long-term goals? How do we balance short-term goals with long-term goals?

48. Ethics, Values, & Worldviews Cont. 2 Environmental Worldviews… Western Worldview Western Worldview “Expansionist Worldview”, “Frontier Ethic/Attitude” or “Atomistic” “Expansionist Worldview”, “Frontier Ethic/Attitude” or “Atomistic” Deep Ecology Worldview Deep Ecology Worldview “Sustainable Development Ethic” or “Holistic” “Sustainable Development Ethic” or “Holistic”

49. Western Worldview Conquer & exploit nature as quickly as possible Conquer & exploit nature as quickly as possible Humans are superior to nature Humans are superior to nature Our success depends on how well we can understand, control, and manage the earth’s life-support systems for our benefit Our success depends on how well we can understand, control, and manage the earth’s life-support systems for our benefit All economic growth is good! (mo’ money!!) All economic growth is good! (mo’ money!!) Unrestricted resource use, increased economic growth, expanding industry, accumulation of wealth, unlimited consumption of goods Unrestricted resource use, increased economic growth, expanding industry, accumulation of wealth, unlimited consumption of goodsAPES!!!

50. Deep Ecology Worldview Leaders of the movement: John Muir John Muir Theodore Roosevelt Theodore Roosevelt Aldo Leopold Aldo Leopold Rachel Carson Rachel Carson APES!!!

51. Deep Ecology Worldview Principles: Principles: Life is intrinsically valuable (human and non-human) AND nature exists for all of Earth’s species, not just us. Life is intrinsically valuable (human and non-human) AND nature exists for all of Earth’s species, not just us. Biodiversity is valuable & humans have no right to decrease biodiversity. Biodiversity is valuable & humans have no right to decrease biodiversity. Some economic growth is environmentally beneficial and some are environmentally harmful. Some economic growth is environmentally beneficial and some are environmentally harmful. Present human interference with the natural world is excessive and worsening. Present human interference with the natural world is excessive and worsening. Flourishing of human culture & economics requires a decrease in the human population. Flourishing of human culture & economics requires a decrease in the human population. Significant positive change of life conditions requires policy change. Significant positive change of life conditions requires policy change. Economics, technology, and ideological structures will change. Economics, technology, and ideological structures will change. APES!!!

52. Worldviews Deep Ecology : Humans are not separate from nature – we must follow the rules of nature instead of making it conform to our desires. Keep in mind…. Most people subscribe to neither worldview… Most people subscribe to neither worldview… Western = anthropocentric Western = anthropocentric Deep Ecology = biocentric Deep Ecology = biocentric In order to be sustainable, we need to develop and incorporate a longlasting, environmentally sensitive worldview into our culture. In order to be sustainable, we need to develop and incorporate a longlasting, environmentally sensitive worldview into our culture.

53. Environmental Value Systems What is it? A worldview that shapes the way an individual or group of people perceive and evaluate environmental issues. Influenced by cultural (including religious), economic, and socio-political context. How is it considered to be a SYSTEM ?? Has Inputs… like what? Education, cultural influences, religious doctrine, media Has Outputs (determined by processing the inputs) … like what? Decisions, perspectives, courses of action IBESS!!

54. Environmental Value Systems From the IB standpoint, there’s a whole spectrum! IBESS!!! ENVIRONMENTAL ANTHROPOCENTRIC (people-centered) People as environmental managers of sustainable global systems. Population control given equal weight to resource use. Strong regulation by independent authorities required. ECOCENTRIC (nature-centered) Holistic world view. Minimum disturbance of natural processes. Integration of spiritual, social and environmental dimensions. Sustainability for the whole Earth. Self-reliant communities within a framework of global citizenship. Self-imposed restraint on resource use. TECHNOCENTRIC (technology-centered) Technology can keep pace with and provide solutions to environmental problems. Resource replacement solves resource depletion. Need to understand natural processes in order to control them. Strong emphasis on scientific analysis and prediction prior to policy-making. Importance of market and economic growth.

55. Environmental Value Systems Spectrum ENVIRONMENTAL IBESS!! Deep Ecologists Self-reliance soft ecologists Environmental managers Cornucopians GROUP ACTIVITY!! Split into 8 groups. Choose 1 of the above regions of the Value System Spectrum (each region should be represented twice). In your group, study/discuss the characteristics of your assigned philosophy, and brainstorm other characteristics that fit in. Draw a mural of your philosophy. Be visual… use words sparingly. Draw people, actions, and anything else illustrating your philosophy. When we’re done, we’ll explain our murals to the class so we can learn about the entire Environmental Philosophy Spectrum!

56. Cane Toads Video A Catch-22 of introducing a predator

57. THE END!

58. ANOTHER WAY TO DIE by: Disturbed (click the picture for the video)

59. Affluence & Social Disparity Click on Africa for World on Fire Video

60. Video: Human Footprint Watch the video, thinking of how resources are used. Discussion to follow.

61. Captain Planet – he’s our hero! Random Fact: Captain Planet has a PhD in Sustainable Yield

62. Sustainable Yield Sustainable Yield (SY) may be calculated as the rate of increase in natural capital. “That which can be exploited without depleting the original stock or its potential for replenishment.” Ex: the annual sustainable yield for a given crop may be estimated simply as the annual gain in biomass or energy through growth and recruitment. IB ESS!!

63. Sustainable Yield Practice Problems! IBESS!!!

64. OLD IPAT ACTIVITY

65. IPAT Group Discussion Groups of 3-4 Groups of 3-4 Choose a Less or Least Developed Country from the list. Choose a Less or Least Developed Country from the list. Estimate your country’s affluence (# cars/person), keeping in mind that most developed countries have 0.2 cars/person. Estimate your country’s affluence (# cars/person), keeping in mind that most developed countries have 0.2 cars/person. Use the 2002 World Population Data Sheets for reference. Use the 2002 World Population Data Sheets for reference. Calculate the Environmental Impact of your country based on this affluence. Calculate the Environmental Impact of your country based on this affluence. Calculate again, assuming all of its population achieves an affluence of 0.2 cars/person. Calculate again, assuming all of its population achieves an affluence of 0.2 cars/person.

66. IPAT Group Discussion CLASS DISCUSSION Now, think about IPAT from an American perspective. Now, think about IPAT from an American perspective. What is our impact? What is our impact? How does it compare to your developing country? How does it compare to your developing country? Identify reasons why these estimations are misleading. Identify reasons why these estimations are misleading.

67. HOT ISSUES IN ENVIRONMENTAL SCIENCE You’ll be making a WANTED POSTER for one of the following topics: Endocrine Disrupters Endocrine Disrupters Declining Commercial Fisheries Declining Commercial Fisheries Declining Bird Populations Declining Bird Populations Re-introduction of Native Species Re-introduction of Native Species Invasive Species Invasive Species Stratospheric Ozone Depletion Stratospheric Ozone Depletion Global Warming Global Warming Deforestation …Begins on page 7 Deforestation …Begins on page 7

68. HOT ISSUES Wanted Poster Instructions What is it? (details, please! ) What is it? (details, please! ) Describe what they’re wanted for. Describe what they’re wanted for. Also explain their negative environmental impact. Also explain their negative environmental impact. What are the benefits for their “incarceration”? What are the benefits for their “incarceration”? Give an example or case-study. Give an example or case-study. Give a visual of some sort Give a visual of some sort