human impact on the biosphere chapter 6-4 charting a course for the future

HUMAN IMPACT on the BIOSPHERE

Chapter 6-4

Charting a course for the Future

http://www.claybennett.com/pages2/mistletoe.html

ENVIRONMENTAL PROBLEMS___________________

___________________

___________________

___________________

___________________

ACID RAIN

http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg

OZONE DEPLETION

DEAD ZONES

GLOBAL WARMING

WASTE

DEAD ZONES

When an ecosystem receives a LARGE inputof limiting nutrient (ie., fertilizer runoff) thepopulation increases dramatically = ___________

REMEMBER !

ALGAL BLOOM

Gulf of Mexico Dead Zone

http://www.ncat.org/nutrients/hypoxia/hypoxia.html

The DEADZONE forms each April, generally grows throughout the summer, reaching a peak in late July.

Gulf of Mexico Dead Zone

At its peak, the nearly lifeless water can span 5,000 to 8,000-plus square miles, an area almost the size of New Jersey

http://serc.carleton.edu/microbelife/topics/deadzone/index.html

DEAD ZONESHow do we HELP?

•Use modern technology and “green” farming methods to:

•Decrease agricultural fertilizer use

• Decrease runoff of agricultural waste

Our atmosphere between

20-50 km contains

high concentrations

of ____________

which protect us from

the sun’s harmful

______________ radiation.

OZONE LAYER

ultra-violet

http://pubweb.bnl.gov/users/xujun/www/bnl/ozone_layer_1.gif

OZONE (O3)

http://www.planetguide.net/book/chapter_5/ozone_layer.html

EFFECTS OF UV RADIATION

Click here to see a movie about the effects of UV radiation

WMV, 618K

__________________________________

________________________ of skin

__________________________________

Reduces ________________

Disrupts __________________ in oceans

Skin cancer

Cataracts/blindness

Premature aging

crop yield

food chains

WHAT WE KNOW

Scientists have been

monitoring the ____________

of ozone in our atmosphere

and have discovered

a hole in the ozone layer

over ____________.

depletion

Antarctica

http://ozonewatch.gsfc.nasa.gov/facts/hole.html

Click here to see a movie about the ozone hole

WMV, 616K

The annual ozone "hole“ over Antarctica hasoccurred during the Antarctic Spring (October)since the early 1980s.

Rather than being an actual hole through the layer, the ozone hole is a large area with extremely low amounts of ozone. Ozone levels fall by over 60% during the worst years.

http://ozonewatch.gsfc.nasa.gov/facts/hole.html

Ozone depletion is a global issue NOTjust a problem at the South Pole.

Research has shown that ozone depletionalso occurs over North America, Europe,Asia, and much of Africa, Australia, andSouth America.

Over the U.S., ozone levels have fallen 5-10%, depending on the season.

http://home.casema.nl/daveduijn/globe2.gif

What’s the cause of Ozone Depletion?

Chlorofluorocarbon

molecules _______

released from

air conditioners,

aerosol spray cans,

fire extinguishers,

and industry

________________destroy ozone

http://www.atm.ch.cam.ac.uk/tour/part3.html

(CFC’s)

HOW DO WE HELP?

1987- the _______________________ committed signing nations (including USA) to a ____________ in the use of CFCs and other ozone-depleting substances.

CFC production was _________ after 1995 in the developed countries, and later in developing countries. Today, over 180 countries have ratified the treaty.

OZONE DEPLETION

MONTREAL PROTOCOL

REDUCTION

banned

_____________spray cans no longer contain CFC propellants.

Gases in ___________________and _____________ are collected and recycled.

THAT’S WHY . . .AEROSOL

AIR CONDITIONERS

http://www.roundrocktexas.gov/images/spray_cans_large.jpg

refrigerators

OZONE DEPLETIONHow do we help?

We can't make enough ozone to replace what's been destroyed, but provided that we stop producing ozone-depleting substances, computer models predict natural ozone production reactions should return the ozone layer to normal levels by about 2050.

This is the first example of different countries getting together on an environmental issue, agreeing on what to do, doing something, and seeing a positive effect

http://www.gifs.net/image/Words/Wow/Wow_rotates/4031

Emissions to AtmosphereNitrogen oxidesSulfur dioxide

Chemical TransformationNitric acid

Sulfuric acid

PrecipitationAcid rain, fog,snow, and mist

Dry Fallout

Condensation

particulates, gases

Industry Transportation Ore smelting Power generation

ACID RAIN

What’s the cause?________________________BURNING FOSSIL FUELS

Releases _______________ and ________________ into the atmosphere that react with water toproduce ACID RAIN.

Sulfur oxidesNitrogen oxides

http://www.robl.w1.com/Pix/C900991.jpghttp://www.geocities.com/kamil_pollutionpage/AcidRain.htm

http://www.scienceacross.org/media/samplingforacidrainNOAAedSAW.jpg

http://www.abc.net.au/quantum/scripts99/9905/img/asthma.jpg

ACID RAIN EFFECTS• damages buildings and statues• damages forests• kills fish• reduces biodiversity• causes illness & premature death

from heart & lung disorders like asthma and bronchitis

HOW DO WE HELP?Develop a National energy policy that emphasizes use of alternative renewable energy sources

Cut down on activities that use fossil fuelsconserve electricitydrive less

Drive automobiles with increased fuel efficiency OR run on alternative fuels

ACID RAIN

Recycle (uses less energy than starting from scratch)

GREENHOUSE EFFECTTemperatures of Earth remain within a range

______________ because the _____________

acts as a natural _________________ blanket.

atmosphere

http://wwwstatic.bayareawritingproject.org/images/bawp41/earthAtmosphereIMG.gif

suitable for life

insulating

GREENHOUSE EFFECTAtmospheric gases such as

___________________

___________________

___________________

___________________

NORMALLY trap heat

energy from the sun

like a greenhouse

= _____________________

Carbon dioxide (CO2 )

http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg

Greenhouse effect

methane water vaporCFC’s

GLOBAL WARMING- Is it real?

Some people say that the Earth hascycles of warmer/cooler climate change and that this is just part of that cycle.

Most scientists believe that the increase inglobal temperatures is the result of humanactivities that have increased the amount ofCO2 and other greenhouse gases in theatmosphere

In 2007 in Paris a U.N.- backed panel of international scientists issued a major announcement on climate change stating that:

1. "warming of the climate system

is unequivocal“2. There is a 90% probability the cause “man- made”.

Either way… our planet is getting warmer!

Global mean surface temperatures have increased 0.5-1.0°F since the late 19th century.

The 20th century's ten warmest years have occurred in the last 15 years of this century.

FACTS WE KNOW

http://content.answers.com/main/content/wp/en/thumb/8/87/280px-Instrumental_Temperature_Record.png

The snow cover in the Northern Hemisphere and floating ice in the Arctic Ocean have decreased.

FACTS WE KNOW

Graph & glacier pix: http://nsidc.org/sotc/glacier_balance.html polar bears: http://www.metro.co.uk/news/article.html?in_article_id=35720&in_page_id=34

FACTS WE KNOW

Greenhouse gases in the atmosphere have

increased steadily.

http://en.wikipedia.org/wiki/Image:Major_greenhouse_gas_trends.png

WHAT’S the CAUSE? • Burning solid waste, fossil fuels

(oil, natural gas, and coal), wood and wood products

• Production and transport of fossil fuels

•Decomposition of organic wastes in landfills

• Animal sources (methane)

•Deforestation(trees remove CO2 from atmosphere)

GLOBAL WARMING

We’re freezing here in S.D.!

What’s so bad about warming up a little?

What’s so bad about warming up a little?

Coastal flooding

Cartoon from Brookings Register

http://healthandenergy.com/images/global2.gif

What’s so bad about warming up a little?

http://zfacts.com/metaPage/lib/Atlantic_conveyor.jpg

Changes in Gulf Stream

http://www.claybennett.com/pages/ocean_temps.html

What’s so bad about warming up a little?

More severe stormshttp://i.a.cnn.net/cnn/2005/WEATHER/08/25/tropical.storm/story.katrina.915p.jpg

http://en.wikipedia.org/wiki/Hurricane_Katrina

What’s so bad about warming up a little?

Weather extremes

Brookings Register

http://www.cactus-art.biz/note-book/Dictionary/aaa_Dictionary_pictures/drought.jpg

Heat waves and drought

What’s so bad about warming up a little?

Changing habitats meansloss of species

http://www.metro.co.uk/news/article.html?in_article_id=35720&in_page_id=34

What’s the Kyoto Accord got to do with it?

The Kyoto Accord is an agreement, aimed at

reducing global warming that asks

participants to __________ their ________________ emissions to a percentage of their 1990

emission levels _____________.

REDUCE

GREENHOUSE GAS

by 2012

PROBLEMS WITH the KYOTO ACCORD

(The US has not ratified this agreement)In 1998-Clinton administration signs the Kyoto

Accord committing the United States to a 7% reduction in carbon dioxide and other greenhouse gas emissions from 1990 emissions levels, to be achieved between the years 2008 and 2012.

2001- Bush administration withdrew the U.S. signature, claiming that the treaty was "fatally flawed". 

2008- Australia (last major nation hold out) signed160 nations have now agreed (not US)

PROBLEMS WITH the KYOTO ACCORD

ALL countries not required to reduce emissions equally7% for the US, 6% for Japan, 0% for Russia,

Developing nations don’t have to reduce emissions at allIndia and China, which have ratified the protocol, are not required to reduce carbon emissions under the present agreement despite their relatively large populations.

Developed nations (like USA) can meet required reductions bypurchasing emission reductions from elsewhere and fundingdeveloping countries for climate related studies, projects, andtechnology

KYOTO is “OLD NEWS”!Standards set by Kyoto will expire in 2012.

United Nations Meeting on Climate Change

Met in December 2009 - Copenhagen, Denmark

http://unfccc.int/meetings/items/2654.php

Current Status• OBJECTIVE: to keep the maximum temperature rise

to below 2 degrees Celsius;

• the commitment to list developed country emission reduction targets and mitigation action by developing countries for 2020;

• Proposed $ 30 billion short-term funding for immediate action till 2012 and $100 billion annually by 2020 in long-term financing (still needs to be approved by countries)

• The challenge now is to turn what is agreed into something that is legally binding in Mexico one year from now.

What is a CARBON FOOTPRINT?

A ____________________ =

the total set of GHG (greenhouse gas) emissions caused directly and indirectly by an individual, organization, event or product

CARBON FOOTPRINT

http://www.gifanimations.com/animation/MenuSelection/1/56

http://www.nature.org/initiatives/climatechange/calculator/

The US is no longer the #1 CO2 emitter

http://www.chrismadden.co.uk/eco/china-carbon-footprint.html

but . . . we contribute to the problem.

Even if you don’t “believe” in global warming . . .

Even if countries can’t agree on emission levels …

we should still work to reduce our emissions of global warming gases BECAUSE . . .

http://matadornetwork.cachefly.net/bravenewtraveler.com/docs//wp-content/images/posts/20080418-planet.jpg

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

http://www.inkcinct.com.au/Web/CARTOONS/2005/2005-379C--last-fossil-fuel.gif

Fossil fuels are a limited resource… eventually they will be gone!

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

http://healthandenergy.com/global_warming_cartoons.htm

Our supply of fossil fuels is dependent on countries that are not “friendly” to the U.S.

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

Brookings Register

Drilling for and transporting fossil fuels has negative environmental consequences

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

Brookings Register

Drilling and transporting fossil fuels has negative environmental consequences

THINGS WE DO TO “FIX GLOBAL WARMING”

make sense anyway!

Innovation and alternative energy technologies for automobiles and power generation are good for our economy

Images from: http://www.cartoonstock.com/directory/R/Renewable_energy.asp

HOW DO WE HELP?

Cut down on CO2 emissions (with or without the Kyoto accord)

Develop a National energy policy that emphasizes use of alternative renewable energy sources

Cut down on activities that use fossil fuels

Drive automobiles with increased fuel efficiency OR run on alternative fuels

GLOBAL WARMING

Recycle (uses less energy than starting from scratch)Reduce deforestation (plants use CO2)

Watch your carbon footprint

WHAT DO WE DO WITH OUR TRASH?

According to the Environmental Protection Agency, the average American produces about 4.4 pounds of garbage a day.

That adds up to a approximately 220 million tons of garbage each year for all of us.

This only takes into consideration the average household member and does not count industrial waste or commercial trash.

http://blog.lib.umn.edu/stau0156/architecture/garbage%20can.jpg

PICTURE THIS:

It would bury more than 990,000 football fields under six-foot high piles of waste..

http://www.wisegeek.com/how-much-garbage-does-a-person-create-in-one-year.htm

http://wchs.warren.k12.in.us/athletics/Pictures/FOOTBALL%20STADIUM%20&%20PRESSBOX_gif.jpg

. . . and that’s just the United States!

TRASH KILLS

http://lh4.ggpht.com/abramsv/SBAxRydox-I/AAAAAAAAPOs/IWuOgznte9Q/fish_story_003.jpghttp://www.mindfully.org/Plastic/Ocean/Sea-Plastic-LN-PG5oct05.htmhttp://saveourshores.org/files/md/Distorted-Turtle.jpg

It has been estimated that over a million sea-birds and 100,000 marine mammals and sea turtles are killed each year by ingestion of plastics or entanglement.

http://lowcarbonhome.info/wp-content/uploads/2008/05/plastic-garbageii.jpg

PLASTIC IS MADE FROM FOSSIL FUELS!

PLASTIC IS FOREVER!

PACIFIC OCEAN GARBAGE GYRE

• See a video

http://earthfirst.com/wp-content/uploads/2009/01/floating-trash.jpg

Covers an area twice the size of TEXAS

Estimated to contain over 100 million tons of debris

http://www.jadedthea.com/images/PacificGyre.gif

http://www.youtube.com/watch?v=Lt-MivNezes&NR=1

We Can’t Just Keep Piling it up in Landfills

We have to:

_____________

_____________

_____________

REDUCE, REUSE, RECYCLE

Plastic recycling video

QUOTES

This we know... the earth does not belong to man,man belongs to earth. All things are connected,like the blood which connects one family.

Whatever befalls the earth befalls the children ofthe earth. Man did not weave the web of life –he is merely a strand in it.  Whatever he does tothe web, he does to himself.

~ Chief Seattle, 1854

If you want to see an endangered species, get up and look in the mirror.

~  John Young, former Apollo astronaut

A true conservationist is a man who knows that the world is not given by his fathers,but borrowed from his children.

~ John James Audubon, 1785 - 1851

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

Unless someone like you cares a whole awful lot, Nothing is going to get better. It's not. ~ Dr. Seuss, The Lorax

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

http://www.claybennett.com/pages/earth_d5.html

http://www.chrismadden.co.uk/eco/hourglass.html

SOUTH DAKOTA CORE SCIENCE STANDARDS

9-12.N.1.1. Students are able to evaluate a scientific discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations

NATURE OF SCIENCE:Indicator 1: Understand the nature and origin of scientific knowledge

•Recognize scientific knowledge is not merely a set of static facts but is dynamic and affords the best current explanations.

•Discuss how progress in science can be affected by social issues.

SOUTH DAKOTA CORE SCIENCE STANDARDS

9-12.N.1.2. Students are able to describe the role of observation and evidence in the development and modification of hypotheses, theories, and laws.

NATURE OF SCIENCE:Indicator 1: Understand the nature and origin of scientific knowledge

•Recognize and analyze alternative explanations and models.

•Evaluate the scientific accuracy of information relevant to a specific issue

SOUTH DAKOTA CORE SCIENCE STANDARDS

9-12.L.3.1. Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems.

• Predict the results of biotic and abiotic interactions. Examples:

Fluctuation in available resources (water, food, shelter)

Human activityResponse to external stimuli

LIFE SCIENCE:Indicator 3: Analyze how organisms are linked to one another and the environment.

SOUTH DAKOTA CORE SCIENCE STANDARDS

9-12.E.1.2. Students are able to describe how atmospheric chemistry may affect global climate.Examples: Greenhouse Effect, ozone depletion, ocean’s effects on weather

9-12.E.1.3. Students are able to assess how human activity has changed the land, ocean, and atmosphere of Earth. Examples: forest cover, chemical usage, farming, urban sprawl, grazing

EARTH SCIENCE:Indicator 1: Analyze the various structures and processes of the Earth system.

SOUTH DAKOTA CORE SCIENCE STANDARDS

9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues.

Examples: nuclear power, global warming, and alternative fuels

TECHNOLOGY, ENVIRONMENT, & SOCIETY:Indicator 1: Analyze various implications/effects of scientific advancement within the environment and society.

SOUTH DAKOTA ADVANCED SCIENCE STANDARDS

9-12.L.3.1A. Students are able to relate genetic, instinct, and behavior patterns to biodiversity and survival of species. (SYNTHESIS)

• Relate the introduction of non-native species to the disruption of an ecosystem.

Examples: zebra mussels

LIFE SCIENCE:Indicator 3: Analyze how organisms are linked to one another and the environment.

SOUTH DAKOTA CORE SCIENCE STANDARDS

9-12.S.2.1. Students are able to describe immediate and long-term consequences of potential solutions for technological issues.Examples: environmental, power and transportation, energy sources, issues

9-12.S.2.2. Students are able to analyze factors that could limit technological design. Examples: ethics, environmental impact, manufacturing processes, operation, maintenance, replacement, disposal, and liability

9-12.S.2.3. Students are able to analyze and describe the benefits, limitations, cost, and consequences involved in using, conserving, or recycling resources. Examples: agriculture, energy

TECHNOLOGY, ENVIRONMENT, & SOCIETY:Indicator 2: Analyze the relationships/interactions among science, technology, environment, and society.

Core High School Nature of Science

Performance Descriptors

High school students performing at the ADVANCED level:

given a scientific discovery, evaluate how different societal, cultural, and personal beliefs influenced the investigation and its interpretation;

High school students performing at the

PROFICIENT level:

given a scientific discovery narrative, determine and describe how societal, cultural, and personal beliefs influenced the investigation and its interpretation;

High school students performing at the BASIC level:

describe the role of observation in the development of hypotheses, theories, and laws and conduct student investigations;

given a scientific discovery narrative, identify the cultural and personal beliefs that influenced the investigation.

Core High School Life/Earth Science

Performance Descriptors

High school students performing at the ADVANCED level:

predict the effect of an interruption in a given cycles;

predict how human activity may change the land, ocean, and atmosphere of Earth.

High school students performing at the

PROFICIENT level:

predict how life systems respond to changes in the environment;

describe how various factors may affect global climate;

explain how human activity changes the land, ocean, and atmosphere of Earth

High school students performing at the BASIC level:

describe one factor that may affect global climate;

give an example of human activity that changes the land, ocean, or atmosphere of Earth

Core High School Technology, Environment, Society

Performance DescriptorsHigh school students performing at the ADVANCED level:

modify a technology taking into consideration limiting factors of design;

given a narrative of a scientific discovery, defend a position on the impact of the ethical issues.

High school students performing at the

PROFICIENT level:

given a narrative of a scientific discovery, identify and evaluate the immediate and long-term consequences of scientific issues

evaluate factors that could limit technological design;

given a narrative description of a resource, analyze and describe the benefits, limitations, cost, and consequences involved in its use, conservation, or recycling

High school students performing at the BASIC level:

given a narrative of a scientific discovery, identify the immediate consequences of scientific issues;

identify ethical roles and responsibilities concerning a given research project;

identify factors that could limit technological design;

given a narrative description of a resource, describe a benefit and limitation involved in its use, conservation, or recycling.

SOURCES

http://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us

http://mff.dsisd.net/Environment/Cycles.htm

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

http://www.hindu.com/mp/2006/02/06/images/2006020601090301.jpg

SOURCES

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

http://vilenski.org/science/safari/classifyall/eukaryotic.html

http://dustconnection.com/images/stories/cleaning_bucket_sm.jpg