Chapter 7 population questions Due Thursday 10.14.10
What factors impact a population?
What are the three survivorship curves for sheep, birds and plants?
Describe the population curves for + growth, neutral growth and - growth
Explain "biotic potential"
What are the 4 parts of a population curve, including overshoot
In the Denali wolf/moose example, explain the overshoot and phase shift
Explain the K and r tragegies, including the formula for growth rate
What is the extinction rate?
Explain the rule of 70, and give three examples
What was Malthus' proposal, and why has it not come true (so far)
Explain the IPAT formula, and give an example (be creative)
TFR means what?
What TFR is belived to be stable equilibrium?
What was the TFR for women in China in the 1980's? Why?
Explain why the literacy of women is related to fertility and sustainability?
Explain the trophic level pyramids, and why vegetarians are more sustainable than carnivores (e.g. humans)
Explain and graph the four stages in the demographic transition model
If you look at the population curves for the US (figure 7.18), you will see the WW I baby boom and the WW II baby boom. Explain the "boom echo".
Chapter 7 population notes
n.b. c/c means cunningham text, see the AP env sci folder on this server, here:
http://physics.hpa.edu/physics/apenvsci/cunningham_text/
population: same species, same location
Factors: birthrate (natality), death rate (mortality), sex ratio, age distribution, growth rate (r), density, spatial distribution
birthrate is per 1000 people, so 20/2000 is 10/k per year
mortality is same
survivorship curves (see fig 7.2) sheep-long life, birds-predators, non specific, plants-lots of offspring don't survive
population growth rate = Brate - Drate
See Fig 7.1, see also 6.6 in c/c page 123
Sex ratio: women always on the right
age distribution curves: pyramid is + growth, parallel is stable growth, inverted pyramid is - growth
repro years = 15-40 for female humans
see figure 7.3
spatial distribution: flowers
emigration: out, immigration:in
biotic potential: inherent repro capacity: geese=10/year, elephants=0.5/year
population curves: see figure 7.5
lag section: lots of food, takes time to reproduce
exponential section: grows according to At = A0 e kt
deceleration: food supply outstripped by population
stable: balance
overshoot: too many for food supply
see figure 6.3 and 6.4 in c/c chapter 6, page 119
see also figure 6.8 in c/c on overshoot
limiting factors: environmental resistance
extrinsic: predators, food source
intrinsic: self controlled, mice fertility drops in overpopulation (negative feedback)
see figure 6.10 in c/c, extinction rate
density dependent: predators, food
density independent: frost, flood, fire
limiting factors: energy, waste, raw materials
CARRYING CAPACITY-always on the AP exam: stable population, renewable resources, sustainable
"stable" is really negative feedback, equilibrium
Strategies:
K: mammals, take care of young, reach stable population at carrying capacity, few offspring, density dependent, low infant mortality
r: bacteria, lots of offspring, high infant mortality, limited by density independent factors (fire, flood, etc.)
see the growth formula: N is population, t is time, r is growth rate, K is carrying capacity:
∆N/∆t = rN(1-N/K)
n.b. as N/k -> 1, ∆N/∆t -> 0
negative feedback is the key here
r: less crowded, so N/K is close to 0, so rate is rN
K: follows carrying capacity, so N/K close to 1, so rate is close to 0
Malthus: population grows exponentially, food linearly, tf crash
see fig 7.12
Impact: IPAT
Impact = population * affluence * technology (we are high on all three)
imagine a village...
Demography: birthrate vs. deathrate
TFR: total fertility rate: number of offpring in female lifetime
2.1 is stable (why not 2.0?)
first child age: 14 in LDC, 21 in DC
see population bomb, ca. 1970
see c/c 7.17
see fig 7.14
Africa vs. US (5.0 TFR vs. 1.6 TFR)
female literacy prop. to TFR, tf GFO focus, also Grameen bank
china 1980, one child policy (some of these kids go to HPA)
tf no concept of sister or brother...the term disappeared...
ChengDu earthquake-China govt. allowed parents to have another child
GNI = gross national income
PPP = purchase power parity (e.g."fair trade")
see Mexico workers
see fig. 7.15, p. 159 Grameen bank
Trophic pyramid: n = 1% for carnivore, 10% for herbivore
see fig. 7.17 Demographic transition model
1. premodern: high BR, high DR, low, stable population
2. urbanization: high BR, low DR, growing pop.
3. mature: low BR (literacy of females), low DR, slowly increasing pop.
4. post-industrial: low BR, low DR, stable pop.
see fig 7.18, pop curves
WW I baby boom, ca. 1918
WW II baby boom, 1945-65 (parents were 20-40 yrs. old)
where is the "boom echo"?
What happened to the pop curves of Iran and Iraq following 1980-1990 period?
To what gender?
Why?
See c/c 7.11 and 7.14
Quarter 2 plan
Team,
Nice work on the last quarter, our next section will begin with population, then spend a few chapters on Energy.
Let's begin this week with Chapter 7 in the text, which you should read before class. We'll go over notes on chapter 7 Monday in class, then test on it when we meet on Thursday. Since this is being posted on Sunday afternoon, instead of Friday afternoon, let's make the chapter outline due to Mr. Emmons on Thursday, unless we have any schedule changes.
Here's an outline of the next two weeks:
Monday, 10.11: Chapter 7-Population notes in class (check here for video updates as well)
Thursday, 10.14: Chapter 7 test: population
Monday, 10.18: Begin Chapter 8 on energy, begin our first energy lab
Wednesday, 10.20: Chapter 8 on energy, more hands-on labs
Thursday, 10.21 (parent's day): short class on energy audits, you get to show your parents how smart you are...
Please complete the practice quiz for chapter 7 by Thursday, here is the link:
http://highered.mcgraw-hill.com/sites/0073383201/student_view0/chapter7/practice_quiz_.html
One last thing: Here is a question from the AP exam last year. Make sure you know the answer before class tomorrow:
If you were to look at a map of the world biomes, what five-step pattern would you generally see as your eyes move from the regions at the equator to the regions at the poles (put these in correct order):
deciduous forest, tropical forest, ice and snow, taiga, tundra
As always, let us know how can help.
aloha
b
Week of 10.4.10, last week in the first quarter
Team,
This week (Tuesday and Thursday), we'll be going over chapter 6 (see notes below), reviewing your answers to the Earth video, and wrapping up our soils lab. As you may already know, Friday is the end of the quarter, so all work must be turned in for credit before then.
We'll plan on a chapter 6 test Thursday, along with all of the other test in every other class you are taking.
Here are some helpful links from past entries:
Study questions online:
http://highered.mcgraw-hill.com/sites/0073383201/student_view0/
Remember to select the chapter on the left, then look for practice quiz below that:
http://highered.mcgraw-hill.com/sites/0073383201/student_view0/chapter6/practice_quiz_.html
Test link:
https://www.eztestonline.com/207829/index1.tpx
Online grades:
http://physics.hpa.edu/~admin/grades/apes/
Let us know if you have any questions.
aloha
b
Notes for chapter 5, 6 and earth videos
Team,
Please check out the notes below, and the earth videos assignment:
Addition: here are Mr. Emmons' notes from last class:
http://physics.hpa.edu/physics/apenvsci/_pdf/Presentationch5.pdf
apes reading notesch 5
apes reading notes
ch 5 environments and organisms
codes:
n.b. means nota bene, in latin, "note well"
esp. = especially
w/o = without
bc = because
wrt= with respect to
iff=if and only if
e.g.=for example
Op cit= Opus Citera, cited in the work
btw=by the way
ttfn=ta ta for now
pos=parent over shoulder
Notes
energy and matter flow is critical
everything that affects an organism=environment
abiotic=not living, biotic=living
limiting factor-see also rate limiting factor-recall cafeteria line, create your own image
range of tolerance-critical to adaptability (not mentioned in the book)
habitat-place, niche-role
adaptation-change in organism to meet surroundings and survive/thrive
genes-DNA determining characteristics
you=25% mom, 25% dad
population=same kind, same place
species=population concept: all organisms capable of reproduction with that gene set
natural selection: process, close fit between demands of environment and organism
NS over time=evolution
Natural Selection:
1. genetic variation (if none, then there is no outstanding survivor possible)
2. plenty of offspring, leading to
3. stress on the system resources (food, water, land etc.)
4. outstanding survivors reproduce
5. incremental changes over generations improve adaptation (could be fast, like bacteria or fruit flies)
Speciation=like specialization in medicine: general doctors become radiologists
Often caused by splits in populations (sub populations) like the bunnies and the river
diploid=you, 2 sets of chromosomes (colored bodies)
ployploidy=many chromosomes (e.g. plants)
Extinction=not enough of a species to effectively reproduce. Effective is the key word, genetic variation diminishes way before extinction occurs.
background rate: 10 species per year
present rate: many times this
co-evolution: two species change together, often in symbiosis
Interactions:
Predator-prey
Competition: interspecies (hawks, owls, foxes hunting the same mice), intraspecies (fastest wins in similar plants)
Symbiosis (see below)
Competitive Exclusion Principle (CEP): no 2 species can occupy the same niche in the same place (habitat) at the same time.
Symbiotic relationships:
Parasitism: B (parasite) feeds on A (host), A suffers for this
Vectors may be involved that carry the parasite (e.g. mosquitoes)
ectoparasites-outside endoparasites-inside
Commensalism: B benefits from A, A does not suffer
"opportunistic"
Mutualism: A benefits, B benefits
e.g. nitrogen fixing bacteria: mycorrhizae
Others: nest parasitism (cow bird), blood parasites
Community: different species in same area (ecosystem)
Ecosystems:
Producers: turn inorganic sources into organic sources, e.g. plants (sun energy) or sulfur plants (Sulfur oxidation and heat from deep sea volcanic vents)
consumers: Primary (eat the plants, e.g. herbivores) or secondary (carnivores, they eat the herbivores)
Omnivores: eat everything
Decomposers: decay everything back to organic and inorganic materials
Keystone species: critical role in balance of the ecosystem: remove them and the ecosystem cannot function
e.g. bison, sea otter
n.b. energy flow through the ecosystem
Trophic levels (very important)
producers: level 1
primary consumers: level 2
secondary consumers: level 3
meat eating carnivores: level 4
90% energy is lost in every transition (recall our talk on energy tax)
Low trophic level is sustainable
Can also be demonstrated by comparing biomass pyramid
Food chains, food webs (both were on the AP exam last year btw)
Food chain: series of organisms at ascending trophic levels, energy flows up
see also bio-accumulation of Hg (mercury)
detritus-decaying matter from living things
good web-intersection of several food chains, mutual interdependence, biodiversity, all good things...
Biochemical cycles (n.b. chemical)
Many chemical cycles, three are critical: carbon, nitrogen and phosphorus
Carbon-stored in atmosphere as CO2, then in bones and organic matter (e.g. wood)
Nitrogen-stored in atmosphere as N2 (gas), used as NO3 and NH4 by primary producers, basis for protein (CHON)
Phosphorus-from rocks, stored in bones-see Waterloo diggersyuk
photosynthesis-50% occurs in the oceans
light converted to sugar (recall Maui onions)
can track carbon as C14/6 through atmosphere, to CHO (plant) to CHON(protein) to CO2 or oil
All Americans over 50 have traces of C14 from atomic bomb testing in our bones radioactive phosphorus as well more yuk
green manure-sacrificial bean crops
crop rotation-n.b.
Question: why was Nauru so high in PO4? Hint: it is an island
fossil fuels burned-how does this change the Carbon cycle balance?
n.b. erg runoff: recall the video on Chesapeake R. eutrophication, algal blooms and red tides (we did not cover these, look them up on wikipedia)
Chapter 6 notes
Chapter 6 notes: Ecosystems and communities
Succession-communites proceed through series of recognizable, predicatable changes in structure over time
long lasting and stable
factors: climate, food, invasion etc.
climax comm. stable, long lasting result of succession
determined by climate, water, substrate and org. type
primary succession-no existing organisms
secondary succession-destruction of existing ecosystem
Primary succession-terrestrial-
factors: substrate (e.g. soil), climate, repro structures, rate of growth, organic matter, water
pioneer comm.- first to colonize bare rock (e.g. lichen)
later comm.-soil available, holds water (life)
1 pioneer stage
lichen: mutualistic: algae/bacteria(photosynthesis) + fungi to hold on
2 secondary stage: soil: retains water, structural support
(succession: plants shade lichens)
3 climax community-stable, diverse, interconnected, interdependent, many niches, recycle biomass (constant)
process of succession is called a sere, stages are seral stages
see fig 6.3-imagine driving from puako to waimea
Primary succession-aquatic
oceanic-stable
limnotic/riparian-transitional, fills with sediment
stages:
1. aquatic vegetation-e.g. aquarium, leads to wet soil and terrestrial networks (roots, wet meadow)
2. transitional: biomass of trees creates top layers of soil, transition to terrestrial climax comm.
imagine trip from middle of lake to shore-see all transitions
bogs=transitional stage from shore to dry land (Ireland, Scotland)
Secondary Succession-terrestrial
recall: existing comm. is replaced
e.g. pond fills to become a meadow, then climax forest
can reverse: beaver dams: land to aquatic
see also human dams, exponential decay curve
Biomes-------
determined by climate, altitude, water (precipitation), temperature
similar niches and habitats in each biome
Earth Questions
earth questions
How old is the earth? How old did early church leaders think it was?
Hutton found what rock formation in Scotland was the clue to the real age of the earth?
Kelvin used thermal cooling calculations to determine the age for the earth-how long was this?
Why was he wrong?
What is "deep time"?
What is so special about "pillow lavas"? What is the Hawaiian name for these?
What does Zircon have to do with aging the planet? What do they tell us about the source of water?
Water is neat stuff. Why would the temperature of the earth 4 bY ago accelerate changes?
3.4 bY ago a new type of rock was formed-what is this rock, and how does it fit into the asthenosphere picture of plate tectonics?
South Africa hosts the CapeVal Cretins: what are these? Why are these important? What did these have to do with the beginning of life? Where was life limited to before these?
What are stromatolites, and what did they produce? From what?
Playford found what? What is the impact of what he found?
What caused the change in the color of the oceans? What then happened to the atmosphere? What color was the planet after this?
What is a trilobite, and where are they found? Why are they significant? What did they prove?
What did Wegener believe? How easy was this to prove? When and how was it finally proven?
What does convection have to do with plate tectonics?
Why is Iceland such an ideal place to study plate tectonics?
What was Rodinia? Why did it cause climate change about 700 mY ago? Why is this so critical to understand today?
http://en.wikipedia.org/wiki/Rodinia
What was the Cambrian Explosion? Why is it important? What did Walcott discover? Where? What is the Burgess Shale Quarry? Why is shale so special in this process?
When did carnivores show up? Why? How did their presence change the evolution of creatures?
What did the ozone shield enable the growth of? Where did the ozone come from?
What formed the carbon in the carboniferous era? What did life look like 60 mY ago? What does this carbon look like today?
What does the freshwater in a swamp enable? Why is this important?
What did dead marine organisms transform into? Why is this important to us?
What caused the first mass extinction? What is a mantle flume eruption?
What was the name of the next supercontinent?
What were the predominant survivors of the first mass extinction?
Why would Utah be a good place to find these survivors?
What would be the advantage of being "luke-warm" blooded?
How did the first global warming trend change the dinosaurs? Why did this eventually become their downfall?
The Kimberly "stove pipe" means what? How are diamonds formed?
Who discovered the CT (KT) boundary, and what does it signify? When was this? When was it discovered, and how?
How big was the Yucutan meteor? How was it found (look this up on wikipedia)
50 mY ago, the mammals evolved. How did the demise of the dinosaurs make this possible? Science fiction movies often show cavemen fighting dinosaurs-why is this totally bogus?
What is similar about the Alps and the Himalayas, apart from them being mountains? What limits their ultimate altitude?
Mauna Loa is the largest landmass in the world. From the base of Mauna Loa on the 20,000 ft. deep ocean floor to it's top 13,500 ft. above sea level is much higher than Everest (29,000 ft.). How is this possible?
2 mY ago, an ice age again struck. What triggered this? How long did it last?
What makes glaciers flow? Do they flow faster or slower when they are thicker? Why?
Explain the balance between temperature and the progress of glaciers.
Glaciers often leave "unsorted" rocks, called glacial "till". What does this mean? Why would this differ from normal sedimentary sorting?
It is said that our civilization has been a brief, stable warm period. What does this predict for global warming/cooling?
What two oceans/seas will disappear when pangea ultima forms?
Where are the videos?
Here:
http://physics.hpa.edu/physics/apenvsci/media/earth/
We'd like you to view this video (broken into pieces for downloading) this week, so we can discuss it in class. The earth questions above will be due Tuesday, 10.5.10.
Please prepare for a quiz on chapter 5 Thursday, 9.30.10. We'll be going over notes on chapter 6 Tuesday and Thursday, as we have time, and you can plan for a chapter 6 test 10.5.10.
Let us know if we can help, we hope chapter 6 articulates well with chapter 5. Chapter 7 will be on Populations, which is extremely interesting for you, we hope.
aloha
b
e2 questions
e2 questions
Gray to Green
1. What is the gray in gray to green?
2. What were the challenges for the architects in the story?
3. What is the Bauhaus, and why was it key in the success of the story?
4. Can you imagine a similar recycling solution in your home town? How?
5. What is the final message of this story?
Green Machine
1. Why is the title of this piece ironic (hint: it has to do with Chicago politics)
2. What is the "heat island effect" and why is it so key in this case?
3. How did they address this heat island effect?
4. As a botanist, why would you think this is important?
5. There is a proposal floating around to restore the prairie to native prairie grasses, which could then be used as biofuels. From an ecological perspective, why would this be a good step? Why from an energy standpoint? How would this compare to planting the same areas with corn for bio-ethanol?
6. Sadhu Johnston mentions that Chicago is in a unique position to effect change. Why?
7. What were the main industries in Chicago, and how could these moves change that direction?
8. Sustainability is seen as finding new solutions to age old problems. Is this a social, education or technical issue?
9. The lady mentions that quality of life does not need to diminish, why?
10. What is the impact of LEED on green building? Short term and long term. 11. Describe the Factor 10 house.
12. Describe the McDonald's green roof, and why it is bogus
13. Looking around the energy lab, what ideas are shared in this story?
Weekend readings-UPDATED
Team,
We hope you have a great weekend, full of glee and bliss, while Mr. Emmons and I are shackled to our desks Monday.
That said, to even out the burden of pain, we'd like you to read chapter 5, which is full of all sorts of goodies, including but not limited to:
"Help! I've lost my niche!
Who is that predator predating me and why?
Keystone species exposed in building fraud!
I'm a prisoner of a food web chain gang!
My boyfriend and I have a symbiotic relationship..."
As our resident biologist, Mr. Emmons will be leading the charge on these scintillating (good SAT word) goings-on, so make sure you bring lots of paper for notes, and kleenex for the weepy bits.
We'll also be going into our soils lab, so you would be wise little grasshoppers if you read chapter 13 as preparation. Make sure you bring along your lab handouts. And your shovels. And your tractors. And any earth moving equipment you might own. We'd like to take you to the flume to see the double-secret ash deposits.
Our next unit will be on biomes and ecosystems, which we will follow with chapter 7, on populations, which will be a real barn burner, particularly if your name is Malthus.
For this weekend, please view the two videos, and check here for questions on them. I should have them up by Saturday.
UPDATE--Team, let's move the e2 video assignment to Friday, ok?
Notes and questions will be up tonight.
b
Let us know how we can help.
aloha
b
Friday 9.17.10
Team,
Please remember to bring in your chapter 4 outlines for HW. We'll have a test on chapter 4 in class, then begin our soils lab (weather permitting). Let us know if you have any questions. Please bring in a flash drive so we can give you the movies for the weekend:
http://physics.hpa.edu/physics/apenvsci/e2_videos/web/3%20green%20machine/
http://physics.hpa.edu/physics/apenvsci/e2_videos/web/4%20gray%20to%20green/
Check here for questions on these videos, due next week.
Test link:
https://www.eztestonline.com/207829/index1.tpx
aloha
b
Wednesday
Team,
Wednesday we'll begin with a quick quiz on atoms, elements and pH, then we'll begin our soils lab. It would be a good idea to review thermodynamics as we'll have a piece on this in our Friday quiz, and we want you to be prepared.
aloha
b
Flash drives
Team,
Please bring in a flash drive of your choice so we can pass on videos for questions this week.
aloha
b
Cycle 3
APES cycle 3
3.1:
Monday 9.13
W 9.15
F 9.17
-
W 9.22
F 9.24
This weekend, chapter 4 is the reading assignment. Here are some notes:
Please look these up on wikipedia for our discussion in class Monday:
Cold fusion
Cargo cult science
Monday, we'll continue our discussion on the scientific method, then get into some basic notes on matter and chemistry. These are all in chapter 4.
We'll be meeting in the whiteboard rooms so make sure you bring your notebooks.
Wednesday, we'll begin our soils lab, which will use some of the concepts we discuss on Monday, such as pH, compounds and elements
Friday, we'll have a test on chapter 4, then begin a discussion of chapter 5: the predator chapter
Wednesday 9.22 we'll continue the soil lab and chapter 5 notes, with the soil lab completed by Friday 9.24.
Please let me know by email if you are still having issues viewing the e2 video.
Jhernie found this cool 4 minute video on graphs:
http://www.gapminder.org/videos/gapcasts/gapcast-10-energy/
Check it out
Check here for notes and updates
Lab report format
http://physics.hpa.edu/physics/apenvsci/_pdf/APES%20Water%20Quality%20Lab%20Report.pdf
http://physics.hpa.edu/physics/apenvsci/_pdf/WQI_worksheet.pdf
e2 videos, homework
Folks,
After viewing the two TED videos on sustainability, we'd like you to move on to the first in a series of videos from a program called "e2: the economies of being environmentally conscious"
The first series is on Design I, and the first episodes are "The Green Apple" and "Green for All". Please watch these so we can discuss in class Friday.
We'll have three more in this series, then we'll move on to the others:
Design I
Design II
Design III
Energy
Transport
Each season has 5 episodes, with each episode focusing on an aspect of what we are studying together. We hope you find these as compelling as we do, and that they might inspire you to be change agents...
"Green Apple"
http://physics.hpa.edu/physics/apenvsci/e2_videos/web/1%20green%20apple/1%20green%20apple.mov
"Green for all"
http://physics.hpa.edu/physics/apenvsci/e2_videos/web/2%20green%20for%20all/2%20green%20for%20all.mov
Questions Due Friday:
design: e2 The Green Apple
1. Why is Manhattan considered greener than most cities?
2. Newer cities like LA have created automobile accessible designs. How does this directly tie to health and energy consumption for those working in that city compared to NYC?
3. Describe 4TimesSquare in NYC as a green skyscraper. Discuss ‚frit‚ (sunlight) and ‚slag‚ (CO2).
4. Describe how the ‚cost of people‚ living in a large city building affects the sustainability of that building.
5. The Solaire is located in Downtown Manhattan's most desirable waterfront neighborhood - Battery Park City. Describe why it has become a marketing trend for culture change and eventually sustainability.
design: e2 Green for All
1. One in seven homes in the world are deemed inadequate. What is predicted in 30 years?
2. Describe the Mexican government‚Äôs attempt to provide ‚modern‚ housing for the Yaqui Indians.
3. The University of Texas graduate students devised a different design. Describe it.
4. Step one of the Guadalupe Project in Austin Texas was The Alley Project? Describe the Alley project and what it was intended to do.
5. New homes create a level of ownership in a community fueling sustainability that in turn develops political and social rights in the world. How can homes essentially reflect how a person lives?
Let us know how we can help.
aloha
b
Peak oil in the news
Folks,
Just released in Germany, this article in Der Spiegel is perfect timing for our discussion of peak oil and of supply and demand. Be sure to read the points in the middle:
http://physics.hpa.edu/physics/apenvsci/_pdf/'Peak_Oil'_and_the_German_Government.pdf
ALSO:
Please have a look at this cool link that Mr. DK found for you:
http://www.uwgb.edu/watershed/data/monitoring/
way cool...
aloha
b
Cycle two: 8.30.10-9.10.10 --UPDATED 1700 8.30.10
APES cycle 2 plan
8.30 Monday
9.1 Wednesday
9.3 Friday
----
9.8 Wednesday
9.10 Friday
UPDATE: study questions online:
http://highered.mcgraw-hill.com/sites/0073383201/student_view0/
In your readings for chapter 3, you may notice that the chart in figure 3.3 is whacky beyond belief.
Here is a link to a much more clear explanation of supply and demand, pay attention to the graphs in blue and red:
http://en.wikipedia.org/wiki/Supply_and_demand
If you've already had Economics, then you probably know this...
Lab folder:
http://physics.hpa.edu/physics/apenvsci/wqi_lab/
----
--updated link to Poisoned Waters Video:
http://physics.hpa.edu/physics/apenvsci/videos/poisoned_waters/POISONED_WATERS.mp4
Weekend: view Poisoned waters on water quality issues, questions due Monday at beginning of class
If you want to get ahead: read chapter 3 (see links below for chapter locations)
8.30 Monday
Poisoned Waters questions due at beginning of class
Review chapters 1 and 2, quiz on chapters 1 and 2
Water Quality Lab discussion
Chapter 3 introduction
9.1 Wednesday
Chapter 3 discussion, more shorter videos online
Water Quality Lab beginning
Reminder: X period open for questions
Please watch this video online:
http://www.ted.com/talks/lang/eng/william_mcdonough_on_cradle_to_cradle_design.html
and this one on sustainability:
http://www.ted.com/talks/alex_steffen_sees_a_sustainable_future.html
These are the first of many TED talks I'll be passing on to you. I hope these are enlightening for you.I'd like to move from economics and environmental science to design, in other words, how you would use the wisdom you are now developing to change the design of our buildings, our cities and our world.
You will find some things in the readings that would be very helpful to look up on wikipedia. I trust all of you have seen wikipedia at http://www.wikipedia.org
The list from Chapter 3:
risk assessment
ASTM
ISO
LD50
IPCC
clean air act
safe drinking water act
BPA
Eutrophication
cradle to cradle
RfD
DfE
dioxin
seventh son of the seventh son
indoor air pollution
dead zones in gulf of Mexico
supply and demand (study the three curves)
contingent valuation method
deferred costs
external costs
pollution
biodegradable
pollution-prevention costs
cost benefit analysis
Environmental impact statement
NEPA act of 1969
tragedy of the commons
1968
command and control approach
cap and trade
brownfields
SBLRBRA
CERCLA/Superfund
RoHS
sustainable development
debt for nature swap
methyl mercury
Responsible Care
9.3 Friday
Water Quality Lab
Check here for more details
Weekend:
Lab work
Videos (check here for update)
Read chapter 4
9.8 Wednesday
Chapter 3 wrap-up, quiz
Begin work on chapter 4
9.10 Friday Chapter 4 notes, class discussion
UPDATE----
Test link for Monday's class, chapter one test:
https://www.eztestonline.com/207829/index1.tpx
Questions for Water Quality Index, due Wednesday:
Water Quality Index questions
Look up WQI in wikipedia and answer the following:
What is the WQI
What metrics are part of the WQI
Why is it called an index instead of something else?
Why are each category weighted differently?
After viewing the Polluted Waters video, how effective is the WQI in measuring water quality in each of the cases presented? Why? What is missing? How would you detect these?
What would be the impact financially, socially, and environmentally, and in what time frame?
In your opinion, do you think water quality is getting better, worse or staying the same:
In Hawaii
In the Mainland US
In your home town (if you live in Waimea, then in Honolulu)
Resource links
Hi folks,
I hope this helps you now and in the future:
Here is the folder with all of the chapters from the text:
http://physics.hpa.edu/physics/apenvsci/enger/
You might find some interesting things hidden in there.
Likewise, there is a folder for all of our videos here:
http://physics.hpa.edu/physics/apenvsci/videos
The main folder for all of our resources is here:
http://physics.hpa.edu/physics/apenvsci/
Here is a link to the phone version of the video:
http://physics.hpa.edu/physics/apenvsci/videos/poisoned_waters/poisoned_waters/poisoned_waters%20-%20iPhone%20(Cellular).3gp
I hope this helps.
aloha
b
Week two, cycle 01.2-UPDATED
---UPDATE---
Text link:
http://physics.hpa.edu/physics/apenvsci/enger/ch02/enger_ch2.PDF
Please see me Wednesday if you are having issues with the video.
------------------
Meeting dates this week:
Tuesday 8.24
Thursday 8.26
Readings:
Text chapter two: Environmental Ethics
Outline for homework, due Thursday
Review Questions, due Thursday
Video: Frontline: Poisoned Waters
http://www.pbs.org/wgbh/pages/frontline/poisonedwaters/view/
Or here:
http://physics.hpa.edu/physics/apenvsci/videos/poisoned_waters/
Watch online, answer questions here:
1 When was the Environmental Protection Agency (EPA) formed? What events prompted its formation?
2 How did deregulation of industry during the Reagan years affect water quality and the overall power of the Environmental Protection Agency?
What does ‚voluntary compliance‚ mean?
Why do businesses favor voluntary compliance?
3 The Clean Water Act of 1972 allows citizens to sue alleged offenders if government agencies do not act. Why is that provision of the law important?
4 The expression ‚canary in the coal mine‚ means an early warning of danger. (Coal miners would carry canaries or small animals with them into mines to detect deadly but odorless and tasteless methane gas.)
To what does the expression ‚canary in the coal mine‚ apply in Poisoned Waters?
5 Twenty million Americans took to the streets for the first Earth Day in 1970 as a result of pollution they could see and smell: The Cuyahoga River in Cleveland burned, with flames that towered eight stories high; the1969 oil spill in Santa Barbara closed virtually all the beaches in Southern California; people had declared Lake Erie dead.
How, according to the film, have both pollution and people's reaction to Earth Day changed since 1970?
6 What do ‚endocrine disruptors‚ do? Why do genetic mutations in fish disturb scientists so much?
7 How do the products that average people use each day end up polluting the nation's and world's waterways?
8 How should we pay for environmental cleanup? Should it be the responsibility of industry? Government? Individuals? Explain your reasoning.
Please turn in our answers at the beginning of class Thursday.
In class:
Lab format:
See this link:
http://physics.hpa.edu/physics/apenvsci/_pdf/lab_format_notes.pdf
Grading template:
http://physics.hpa.edu/physics/apenvsci/_pdf/lab%20grading%20template.pdf
Data analysis:
Check out this page online:
http://www.esrl.noaa.gov/gmd/ccgg/trends/
Keeling curve and CO2 trends at Mauna Loa
Check this out if you have time:
http://highered.mcgraw-hill.com/sites/0073383201/student_view0/
Let us know how we can help.
aloha
b
Calendar link
Here is a link to our online class calendar:
http://ical.mac.com/WebObjects/iCal.woa/wa/default?u=wiecking&n=Upper_School%20local.ics
I hope this helps.
Friday in class:
Vernier Probeware
Sample lab:
http://physics.hpa.edu/physics/apenvsci/vernier/01%20Seasons%20S.pdf
Chapter one outline due
Discussion of videos
aloha
b
2010 year begins!
Welcome folks, to AP Environmental Science.
The link to the first chapter of the text is here:
http://physics.hpa.edu/physics/apenvsci/enger/ch01/enger_ch1.PDF
and the contents page is here:
http://physics.hpa.edu/physics/apenvsci/enger/chapter%20index.pdf
If you have time, please watch this 22 minute video on wind:
http://physics.hpa.edu/physics/apenvsci/media/e2/web_movies/e2_1_harvesting_wind.mp4
and this one on the Grameen Bank
http://physics.hpa.edu/physics/apenvsci/media/e2/web_movies/e2_2_energy_for_a_developing_world.mp4
Here are some thoughts:
The wind video demonstrates how many decisions can be made that are harmonious with both business, consumers and the environment.
The second video is very compelling about the impact of even small changes in society.
We will spend more time on these in the future, this should serve as a teaser to give you a sense of the media we will be covering.
As we mentioned in class, we recommend getting a textbook as soon as possible. If the bookstore is out, you can look on Amazon (used for about $96) or some of the other online textbook sources. Be careful to get the 12th edition, ISBN 0073383201
We'll have a chance to discuss more in class Wednesday.
Let us know if we can help.
aloha
b