ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE

Course Description Pre-requisites: Biology and/or Chemistry (a strong background in both will be needed)

Instructor: Mr. Ryan Walsh

Location: 120 C

Text: Living in the Environment by G. Tyler Miller, Jr. (13th edition)

Summer Reading: N/A

This course is designed to be the equivalent of a college-level semester course in Environmental Science. Environmental

Science is an interdisciplinary field of study, and the goal in this class is to integrate what you know about Biology,

Chemistry, Math, History, Sociology, Law etc. to come to an understanding of the natural world and the forces that affect

it. It will follow the curriculum recommended by the College Board, and students are expected (not required) to take the

AP exam offered by the College Board in May.

Independent work is an expectation of this course, and you will be required to master much content material on your own

so that we have more time for laboratory and fieldwork. In addition, you will be required to do long-term observations

outside of class time. Another important part of the course is data analysis, measurement, statistics, dimensional analysis

and other operations that require mathematical skills.

There are several major unifying themes for this course that cut across the many topics included in the study of

Environmental Science (from the College Board Course Description - go to

http://www.collegeboard.com/ap/pdf/cd_env_sci_02-03.pdf for a more complete description.

Human survival depends on developing practices that will achieve sustainable systems.

OUTLINE OF TOPICS

Go to http://www.collegeboard.com/ap/students/envsci/cours002.html for an outline of major topics. The order of topics

in the outline is not necessarily the order in which the topics will be addressed, and many of the topics will be interwoven

repeatedly throughout the course.

My websites: http://walshearthsciences.wikispaces.com/ (daily lessons) www.quia.com (document archive) Textbook website: http://www.brookscole.com/cgi-

wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=0534397980&discipline_number=22

LAB SAFETY

During lab activities, you may be learning the use of new equipment and substances and working with different energy

sources. It is important that you approach your work seriously, following all the guidelines and safety rules.

ATTENDANCE

Regular attendance is very important, as we will be completing laboratory activities on a regular basis. The

student is responsible for any material or assignments missed while absent for any reason (athletics,

appointment, illness, vacation, etc.). A few required guidelines:

-If you think you will be sick you MUST email me by 3:30 of absence that you will be out the following

day (rjwalsh@cbsd.org). If you do not, you will be penalized. If you cannot email, you must leave a

voicemail: ext. #3123

-Make sure the absence is excused with school (you have 3 school days, then a cut is issued).

-Late assignments (due to an excused absence) should be submitted the following day, each day late

means that the assignment will lose daily points

-Make up all work and tests before/after school/study halls—see me to arrange times. The number one

reason for academic failure is not making up work!!

DEADLINES

Also essential to making the most of the course is submission of all assignments on time. If an assignment is not in on the

due date, your grade will be reduced according to the importance of the assignment and the number of days late. In

general, the grade will be reduced by 10%of the point value of the assignment for each day late.

If you are absent, it is your responsibility to get the assignment and any missed notes from a classmate. You must see me

within two days after your return so that I can give you an appropriate date for the missed material.

If you miss a quiz or test, it is your responsibility to make sure that you make up that quiz or test, not your teacher’s. You

will receive a zero if the work is not made up in a reasonable amount of time.

CONFERENCES AND HELP

Even the most bright and eager students have questions and confusion. Please don’t hesitate to come in for help. If you

need help, stop after class and arrange a time for us to meet. I can’t emphasize enough how coming to see your teacher

when you have a question can clear things up and make the class easier and more enjoyable. It may be for 5 minutes or for

70 minutes, but taking that initiative will serve you well in the long run.

You may also contact us by e-mail (see above)

GRADING AND EVALUATION

You will be graded according to the following guidelines:

-Tests – approximately 70 points.

-Quizzes- usually 20-40 points based on a reading, or shorter unit.

-Labs – You will from time to time be asked to write lab reports, and I will give you detailed instructions as to the

format and point value of each assignment. If you miss a lab, you must see me as soon as possible to arrange a

make-up or alternative assignment. Even if you miss a lab, you are responsible for knowing the procedure, results,

and conclusions of the experiment.

-Homework – If the assignment is answering a reading guide, it is very important that you read carefully, as you

may be quizzed on your reading, and we will base our class activities on the assumption that you have read the

assignment. When written homework is assigned, it may be checked and graded.

Class work will be graded from time to time, and points awarded will depend on the difficulty of the task.

Projects will be assigned and will vary in scope. The point value of each project will be set according to the

difficulty of the task and the time involved.

Class Participation – I expect each of you to participate fully in class. There is no such thing as a stupid question,

and you won’t be downgraded for giving the wrong answer, so take the risk! Thoughtfulness, curiosity, and

intellectual energy are all appreciated, and will contribute to your grade. If you don’t feel comfortable speaking in

class, talk to me outside of class. We also enjoy sharing any current events or special material to which you have

access. Many of you have parents, relatives, or friends who may have something to offer the class. Please let me

know if this is the case. Good class participation is characterized by the following behavior:

-Asks questions when doesn’t understand, either in class or outside of class

-Asks questions and makes comments that show insight into the material

-Asks questions and makes comments that indicate careful preparation for class

-Asks questions and makes comments that indicate mastery of the material

-Behaves in a manner that promotes learning for all in the class

-Respects the right of others to speak and ask or answer questions

-Works in a cooperative manner in groups

-Helps members of the group to learn

-Show intellectual curiosity

-Takes responsibility for tasks

-Takes responsibility for self-learning

-Completes assignments carefully and accurately

AP EXAM INFORMATION

The AP Environmental Science Exam is three hours long and divided into two sections: multiple-choice (100)

and free-response (4 questions). All students in the course are encouraged to take the exam.

I will be assigning practice questions (both multiple-choice and free-response) throughout the year within the

context of homework, tests, class activities, etc. If you take a conscientious approach to this class, you will be

prepared to take the AP exam. I do not, however, consider the primary goal of this course to be exam

preparation. Much of what we will be doing is designed to give you an appreciation for the practice of

Environmental Science.

ACADEMIC INTEGRITY POLICY

Academic Integrity involves helping maintain a culture of honesty, trust, fairness, respect, and responsibility in

all aspects of learning. Academic integrity means avoiding cheating and plagiarism in all forms and taking

responsibility and ownership of your own work. Since academic integrity involves taking responsibility of

one’s own learning, it is important to know and recognize the following forms of academic misconduct and

avoid them (cheating and plagiarism). Please refer to your student handbook for the consequences academic

integrity offenses.

I expect complete honesty and integrity from each student. There will be occasions when you will be allowed to

share information, and your teacher will tell you this clearly. Some assignments may be done with another

student so that you may help each other, but you are not allowed to just copy another student’s work.

I hope this handout makes my policy and expectations in this class clear. If you have any questions, please let

me know. I look forward to an exciting and enriching semester as we learn about the world around us together.

1st/3rd Marking Period

Unit 1: Population (2 weeks)

Environmental Issues, sustainability (Chapter 1)

Human Population (Chapter 12)

Population and Carrying Capacity (Chapter 9)

Unit 1 Test: Chapters 1, 9, 12

Unit 2: Environmental History (Chapter 2) (2 days)

Unit 2 Quiz: Chapter 2 (matching quiz)

Unit 3: Energy (2 weeks)

Science, systems, matter and energy (Chapter 3)

Energy Resources (Chapters 15 & 16)

Unit 3 Test: Chapters 3, 15 & 16

Unit 4: Ecosystems (2 weeks)

Ecosystems (Chapter 4)

Evolution/Biodiversity (Chapter 5)

Biomes (Chapter 6)

Unit 4 Test: Chapters 4, 5, & 6 [Oct. 15]

Unit 5: Water (2 weeks)

Water Resources (Chapter 14)

Water Pollution (Chapter 19)

Unit 5 Test: Chapters 14 & 19

Unit 6: Soil (2 weeks)

Geology (Chapter 10)

Solid & Hazardous Wastes (Chapter 21)

Unit 6 Test: Chapters 10 & 21 > Test counted on second marking period

2nd

/4th

Marking Period

Unit 7: Air (2 weeks)

Air & Air pollution (Chapter 17)

Climate Change & Ozone (Chapter 18)

Unit 7 Test: Chapters 17 & 18

Unit 8: Food, Pesticides & Risk Assessment (2 weeks)

Food Resources (Chapter 13)

Risk, Toxicology, and Human Health (Chapter 16)

Pesticides and Pest Control (Chapter 20)

Unit 8 Test: Chapters 13, 16, & 20

Unit 9: Aquatic Sustainability (1 week)

Aquatic ecology (Chapter 7)

Sustaining Aquatic biodiversity (Chapter 24)

Unit 9 Quiz: Chapters 7 & 24

Unit 10: Terrestrial Sustainability (2 weeks)

Community Ecology & Succession (Chapter 8)

Sustaining Wild Species (Chapter 22)

Sustaining Terrestrial Biodiversity (Chapter 23)

Unit 10 Test: Chapters 8, 22, 23

Unit 11: Urban Planning (1 week)

Sustainable Cities (Chapter 25)

Economics, Environment, & Sustainability (Chapter 26)

Unit 11 Quiz: Chapters 25 & 26

Unit 12: Environmental Worldviews (3 days)

Environmental worldviews, ethics (Chapter 28)

Unit 12 Essay Quiz: Chapter 28

** Chapter 27: Politics, Environment, and Sustainability will be covered throughout the course as laws

applicable to individual topics are discussed.

FINAL EXAM – Date to be announced

FIELD TRIPS- TBA

Name ________________________________ Date ___________

For the AP Student

How to Succeed in Your AP Environmental Course

Welcome to the exciting world of environmental science! When you signed up for Advanced Placement

(AP) Environmental, you took on a stimulating challenge. This college-level course will lead you to a new

appreciation for the Earth, increase your enjoyment of the natural world around you, and stretch your abilities in

ways that you may not even imagine. By the end of the school year, I’m sure that you will look back on this

experience with a sense of accomplishment and pleasure.

I am pleased to have this opportunity to share some of the lessons I have learned from my AP students, who

gained an excitement and curiosity about the natural world as well as more effective approaches to learning. In

particular, I offer you six secrets of success; effective strategies that will help you maximize your APES success

and enjoyment as well as meet the challenges of your APES course and other Advanced Placement courses you

choose to take.

Six Secrets to success

Be an active learner in class. It saddens me that many students labor under the false impression that just

BEING THERE in class is an achievement – perhaps even enough to be successful. Do not sit passively in

class, deluding yourself that you are fulfilling your obligations by taking good notes. While that may be the

mark of a good secretary, it is by no means sufficient for success as a student. Now don’t get me wrong, taking

notes can be useful, and your notes may certainly help you when studying. However, I am convinced that

someone who sits in class – even listening attentively – but who never takes part in the discussion is a minimal

learner at best. Think critically when you’re in class, ask questions and put your thoughts into words! In terms

of course grades, APES exam scores, and general appreciation for environmental science, my most successful

students are always the ones who jump right in and ask tons of questions. Finally, active participation in lab

experiments is critical.

Be an active learner outside of class. Students who invest hours underlining their textbooks, copying over

class notes, rereading chapter summaries, and memorizing every bold-faced term are understandably crushed

when they earn a low score on their first test. Don’t fall into the trap of believing that your academic success

will be directly proportional to the amount of time you spend studying! There might be a correlation, but I

contend that it is quality rather than quantity that matters. Try a variety of techniques to make the subject

“yours.” You might look for someone willing to play the role of student to whom you can explain a particular

subject. There is no better way to find your weak spots than to attempt teaching someone else. You can also try

creating your own test questions. Think about the topics that you wish to cover, look for major themes, and

write conceptual questions that require making connections. Don’t be picky in your focus – think big ideas.

When you create multiple-choice questions, keep these guidelines in mind:

Include five plausible answers (only one of which is correct)

Make the correct answer roughly the same length as the “distracters”

Avoid weak answers such as “all of the above” and absolute terms such as “always” and “never”

Try to make connections by integrating different topics into some of your questions. You can even

create some compare and contrast style questions to help you appreciate the relationships between

topics.

When you are finished, you can outline and create a written response for each, verifying your answer with your

textbook. You might try swapping questions with a friend. Find students with whom you are compatible and

form a study group. Avoid host/parasite interactions. Each member should have something positive to

contribute. You can quiz each other and work together in creating summary charts and other aids.

Use your resources. Your textbook includes many helpful study aids. Chapters are divided into major

concept sections. Use those concept section headings as an organizing device. At the end of each section, you

will find one or more Concept Check questions (with suggested answers in Appendix A at the back of the

book). Use these to check your understanding before you move on to the next concept. There are further

opportunities for quizzing yourself – at the end of each chapter, on the CD, and with the various online

resources. Previous students have confessed that they did not discover the book’s accompanying website until

the second half of the course. After they began using it, most developed a better understanding of the concepts

that we didn’t have time to cover in class.

Use the figures and tables, along with their legends in each chapter, to help you navigate the more complex

ideas. David, an insightful student of mine, discovered that such visual aids provide a quick review that is easy

to follow. In addition, there are numerous APES review books on the market. Go to your nearest bookstore

and browse through them for one that meets your needs. Another suggestion is to find other college

environmental textbooks to use as a reference, in addition to your assigned book. It can be helpful to keep one

on hand for an alternative approach to any topic giving you trouble.

Do not rely on memorization. To be mastered and appreciated, APES must be understood as a coherent way

of viewing the natural world. To enjoy APES is to understand the material, to really know it. Of course, there

will be some facts that you will have to know, just so you can communicate what you understand – but true

mastery and enjoyment of this course comes with flexibility, with the ability to take what you’ve learned and

apply it to new instances. Many students confessed that they struggled through the course. For the first time,

they realized that they had to “legitimately work.” Many find themselves getting bogged down in the details.

The lesson here is that even though there is an extensive environmental vocabulary to master, try not to

respond by memorizing, as you might do in a foreign language course. If you depend on rote learning, you may

find yourself locked into one interpretation. You must integrate terms into your conceptual understanding. Use

new words; juggle them around.

Hone your time management skills. Strive for a balance. It is not easy to juggle demanding classes, an

active sports program, leadership roles in extracurricular activities, and quality time for relaxing with friends

and family. Write out a schedule including all of your assignments and the order in which you would do them

along with some downtime for mental health. You want to always prepared for each class, even when you have

away games after school followed by play practice. This schedule will help make you very successful in APES.

Your AP course assignments will be more open-ended than what you have seen in previous courses. The

responsibility to work independently will rest with you. This means that you must not only keep up with the

reading assignments but also set aside time for long-range assignments such as lab reports. You might want to

consider taking a short time-management course or buying a book on the subject to help you get organized.

Another possibility is to talk to older students who have successfully passed AP courses. They can give you

valuable insight, based on their experiences.

Learning to recognize the themes that recur and unite science can help you make connections. The

College Board delineates eight such major themes in the AP Environmental course description. These themes

are introduced in Chapter 1 of this textbook.

So there you have it – six secrets to success, gleaned from my own personal experiences and the lessons I

have learned from my students. I hope these suggestions prove useful to you. As your passion for science

grows, you will find that your studies in this field offer opportunity and give you joy. I wish you many exciting

experiences this year in AP Environmental Science.

-.­ NAHE: ....--•/oPtJlATAJN

..ntroduction The impact humans have on the earth is often characterized by the following equation:

I=PxCxT I Impact OIl natural canh systems per unit time P = Human population C = Consumption per person per unit time T = Technology factor lhig~ for environmentally destructive technology, low for environmentally friendly technology)

It makes sense that larger numbers of people will have a greater effect on earth systems than fewer people. The equation (I =P x C X 1) captures this relation in a simple expression. Any change in the population (P) will have a major effect on-the impactll) unless consump­tion (C) or tecbnology (T) change significantly.

The study of population demographics concentrates on the descriptive characteristics of human populations, including issues such as changes in the size and structure of populations. and rates of population change. The worldwide human population is eurref!t1yexperienc­ing exponential growth. a condition in which the population increases at a faster and faster rate. As human population growth continues ex­ponentially. the equation (I =P ~ C x T) would indicate that the resulting impact on earth's natural system... would also increase exponen­tially (unless consumption per person is reduced or environmentally friendly technology replaces current technology).

Demographers use the following equations 10 calculate the key factors that describe changes in population characteristics;

~ crude birthrate (binhsll.OOO) = (live binhs per year) x 1,000 mid-year population

dea ths per year ) ­crude death rate (deathsll.OOO) x 1,000 ( mid-year population

bin hr.lte ,-odeath rate)annual rate of population change % (

population doubling time (years) = ( . 10 )annual rate of population change (%)

Toc.al fcnility rate =number of children born per woman The Population growth rate has been correlated to a number of factors that affect the birthrate, the death rate, or both. The following factors appear to influence lhe birthrate;

I. Level of c~u_cation and wealth 2. Importance of children for family labor purposes 3. Urbanization-biPJer birthrates in rural areas 4. Cost of raising children 5. EduGition and employment opportunities 6. Average age at marriage 1. Availability of birth control devices 8. Cultural norms

Factors that innuencc death rates:

I. Nutrition 2. Sanitation 3. Advances in a\-ailable health care 4. Ability 10 alTord medical care

-J =

Docs lhe annual raeeof(l0pUblion change appear 10 be rdaled 10 population density? (Hinl: 11IeIWO faclors. populalion density and annual raIC of poPU'alion change, arc "elY slron;;ly correlated if you can dr:aw one SU'ai~bt line and .-!)nnect ;aUrtle poaus, If you can draw a line thaI most of lhe fluinls duster ncar. thc two f~k-...()r~ :ITC correlated less strongly. If there IS no straight line lhallhc poims

duster ncar, the Iwn faclllfS arc nOI corrclaicd.I J. Draw a ~r.lrh of llie rdaljon~hip between thc d(luhlin~ lilllC and the crude btrthrarc nn Ihe grdph pnlVidctJ. 011 the saine ~raph flrO(-the

rcl:lli'lfl.l'bip between crude death ral.: and dllublin~ lime. 1'101 Ih.: twosets of dlla with diff.:rcnt 1.'{.klTS. Which of the two (birthr.ltc or

dealh rate '. is flN1S1 closely.rcJ;lled III dnlloling. time ri,c .. which (If lhe lW(1 sell' or data is closer {(I a straighllinef!

i i I

I I 1 I"

700

650

600

550 ~

500 Iii.. ClI 450 ell .2: 400 ell

~ 350 0)

.5 300 ;0, ::J 2500

0 200

150

100

50

°0 5 10 15 20 25 30 35 40 45 50 55 60

Crude birthrate or Crude death rate

... Plollhc relation,..hip between total fcrtilily rate and annual rate of populalion growth on lhe graph below. Is lhere a slrong correlation between the number of birth... per woman and the annual rate orincrease?

5.0

4.5

4.0

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~ ~ 3.5 ..c ~ e 013.0 c .Q Cii ~2.5 o a.. o ell 2.0 ~ Cii ~ 1.5 ~

1.0

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:

2 3 456 7 8 9"

TalaI fer1ilily rate

(births per woman per lifetime)

Population .pelTlographics

. Data Sheet

Name

Section

,­ _

_ ....".~\

,. ::

1

I. ~ the information in the table below and the formulas on page 87 to calculate the annual rate of population increase and the doubling time for the populations of the countrics listed. . .

Country Population densit~·

(people per square mile)

Total fertility rate

Crude birth rate (births per 1.000)

Crude death rate (deaths per 1.000)

IAnnual rate of population IDoubling change 1%) lime tyears)

I. Afghanistan 85 6.9 50 22

2. Bangladesh 2.384 3.7 31 II

3. Dominican Repu~lic

433 3.3 29 . 6

4. France 275 1.7 12 9

5. Hungary 286 1.6 II 14

6. Mexico 129 3.1 27 5

7. Netherlands 1.187 1.6 13 9

8. Russia 22 1.4 9 15

9. United States 75 2.0 15 9

10. Zimbabwe 77 4.4 35 9

2. Plot the relationship between annual rate of population growth and population density on the graph below.

4.5

4.0

3.5 "C"

.. '" .~ 3.0 ,.;.

a. ~ 2.5.. e ..c 2.0

l ~ 1.5 o ~.

~ .1.0

K. 0.5

.

-

-

.

o 0 200 . 400 600 800 1.000 '.200 1.400 1.600 1.800 2.000 4200 2.400

Population der.sit-I (population per square mile)

89

Unit 1 Population

Chapter 1 Environmental Problems, Populations

Living in an Exponential Age

1. Exponential- quantity increases by a fixed percentage of the whole in a given time; starting off slowly but

doubles very rapidly to enormous numbers

2. Between 1950-2002: world population increased from 2.5 to 6.2 billion, projected to be over 9 billion by

2050, leads to important environmental issues

1.1 Living more Sustainably

1. Difference between environmental ecology and environmental science? Ecology- biological science that

studies relationships between living organisms and their environment. Environmental science-

interdisciplinary taking natural sciences (ecology) and social sciences (ethics, politics) to understand the

earth, how we affect it and how to deal with environmental problems

2. What keeps us alive- Solar capital- energy from the sun, natural resources; Solar energy leads to wind

power, hydropower, biomass

3. Environmentally sustainable society: satisfies basic needs without depleting natural resources/capital

Cast of players in the Environmental Drama- Be able to differentiate between: ecologists, environmental scientists,

conservation biologists, environmentalists, preservationists, conservationists, restorvationists

1.2 Population Growth, Economic Growth, Development, and Globalization

1. Rapid human population growth- ex. of exponential growth due to drop in death rates, increase food supplies

2. Doubling Time= rule of 70, # of years it takes a population to double= 70/% growth rate (world population

grew by 1.28% in 2002, population will double in 55 years)

3. Economic growth- can you identify GNI, GNI PPP, GDP, GWP, GNI PPP, per capita GNI?

4. Economic Development- world’s countries are classified by GNI and industry as developed (1.2 billion- US,

Western Europe, Australia…), or developing (5 billion- Africa, Asia, Latin America) with 82% of population and

only 15% of world’s wealth, use 12% of natural resources

a. 95% of population growth expected in developing countries due to large % under age 15

5. Economic Development- life expectancy, food production, access to clean drinking water has increased, infant

mortality and pollution in developed countries has decreased

6. Bad news- natural resources use, poverty and temperatures have increased

7. Globalization- process of global, social, economic, and environmental change leads to an integrated world

Harmful Effects of Poverty

1. Degrades local forests, spend 4-6 hours/day searching for fuelwood and clean water, have many children for

economic security, and die prematurely

1.3 Resources

1. Resource- anything obtained from the environment used for human needs (petroleum )

2. Perpetual resources- solar energy, will not run out for billions of years; renewable resource- can be replenished

fairly rapidly (hours to decades; forests, fresh water, fertile soil); Nonrenewable- resources that exist in a fixed

quantity and will not be replaced for millions of years

i. Choices when nonrenewables are depleted- find more, recycle, waste less (reuse), use less, find

a substitute, wait millions of year for more to be produced

3. Ecological Footprint- amount of land needed to produce resources needed by the average person in a country

(US- 10.9 Hectares of land vs. India 1.0)

1.4 Pollution

1. Any addition to air, water, soil etc that causes harm to organisms; point sources- come from an identifiable

source (smokestack at a coal power plant); nonpoint sources- come from disperses sources (runoff of pesticides

from a golf course, harder to control)

2. What can be done about pollution- prevent pollution (easier), cleanup pollution (more difficult)

Tragedy of the Commons

1. Free access to resources (water, land, wildlife)- if we don’t this resource, someone else will; eventually leads to

exhaustion of resource

1.5. Environmental Problems; Causes and Connections

1. Identify root cause, depends on high populations (developing) or environmental footprint (developed) then

understand how they are connected

1.6 Is our Present Course Sustainable?

1. Experts disagree; economists- human ingenuity and tech. advances will allow us to clean up pollution and other

environmental problems

2. Environmentalists and most scientists contend we are disrupting the Earth’s life support system leading to

increased human harm

3. Most people in today’s industrialized societies have a planetary management worldview: human beings are the

planets most important and dominant species, can and should manage the planet most for their own benefit

4. Environmental wisdom worldview- nature does not exist just for us and we are not in charge, there is not always

more, our success depends on our understanding of the earth and how we think and act

5. Environmentally sustainable economic development- a shift in eco. development where rewards to encourage

environmentally beneficial (subsidies, tax breaks); economic penalties (taxes and regulation) to discourage

harmful forms of economic growth

6. Most economic and political change comes as a result of individual actions, only 5-10% of population bring

about major social change

Connections: Lesson from China

1. World’s fastest growing and largest economy leading to consumption of more resources (meat based, fossil

fuel/automobile based)

2. If the avg. Chinese= U.S> per capita levels, oil production will be surpassed in one year, accelerate global

warming= lesson- no industrialized nation can be sustained in the long run

Natural Capital

1. Paul Hawken- successful businessman and author on how economies need to change to account for natural

capital

Chapter 12 The Human Population: Growth, Demography and Carry Capacity

Slowing population growth in Thailand

1. In only 15 years, sharply reduced its population growth from 3.2% to 1.6%/year (1971-1986) will grow from 63

million in 2002- 72 million by 2025

2. How? Family planning , literacy rate among women @ 90%, along with advances in women’s rights, support of

family planning by religious leaders

3. Bad news- have not reduced pollution or public health

12.1 Factors affecting human population size

1. Population Change: (Births + immigration) –(Deaths + emigration), crude birth rates/death rate; important terms

crude birth rate, # births/deaths per 1000 people in a given year

2. Rate at which world’s annual population change (excluding migration) is 1.17% (2008) down from 2.2% in 1963

(still adds a U.S. population every 3.5 years)

3. Global fertility rate- replacement fertility- the number of children a couple must bear to replace themselves (2.1

developed; 2.5 developing); total fertility rate- estimate of the average # of children a woman will have between

ages 15-44 (2002- TFR 2.8 children per woman, 1.6 developed; 3.1 developing)

4. U.S. fertility rate- population has increased from 76 million in 1900 to over 300 million in 2007, as country

became industrialized 1910-1930, birthrate dropped- more women became educated- demographic transition,

1940’s- Baby Boom, US continues to grow due to immigration and TFR higher than replacement levels

5. Factors affecting birthrate and fertility rate

a. Children as part of labor force- agriculture in developing countries

b. Decresase in BR, TFR- urbanization, $ of raising child, employment of women, infant mortality rate decreases

birthrate decreases, age at marriage, birth control and family planning availability, religious beliefs

6. Factors affecting death rate

a. Increased food supplies, better nutrition, immunizations, antibiotics, availability of clean water

b. Best measure of a society’s quality of life- infant mortality rate

12.2 Population age structure

1. Age structure diagram- proportion of population at each age level, preproductive 0-14, reproductive 15-44,

pospreproductive 45 and up

2. How does age structure affect population growth?

a. Any country with many below age 15 represents built in momentum to increased population

3. How can age structures aid in projecting economics and populations?

a. Baby Boomers in the US dominate the market- 50-60 year old products marketed

b. Social security will be greatly depleted, will there be any upon our retirement? We’ll have to pay more,

retire later or get less benefits

4. Effects of population decline from reduced fertility- mostly European countries have shrinking population; can

lead to severe economic and social problems (old people consume a lot of social security, medical care) labor

shortages

5. Effects of pop. Decline from a rise in death rates- AIDS epidemic kills mainly young adults- leads to a loss of

production, increase number or orphans, drop in food production

12.3 Solutions: Influencing Population Size

1. Pop. Size affected by migration- most countries restrict immigration except U.S., Canada, and Australia;

migration from rural to urban areas within a country plays an important role

2. Pros/Cons of reducing births- can the world handle 3-4 billion more people by 2050? Two views: more people=

lower quality of life, more environmental degradation; less people= taking away freedom to individuals, basis of

most societies

3. Economic development reduces birth rate, demographic transitions

a. Preindustrial- no pop. growth, high birth rate, high death rate

b. Transitional- industrialization begins, death rate drops, birth rate stays high; population grows rapidly (2.5-

3% year)

c. Industrialization- birth rate drops, population growth levels out, become developed

d. Post-industrial- birth rate fall below death rate and population decreases

e. Some countries are falling back to state one (African) due to AIDS

4. Family planning reduces birth rates and saves lives- provided info on birth spacing, birth control, and health

care; advantages- less abortions, death from pregnancy

5. Empowerment of women- reduces birth rates due to access of education and right are not suppressed, need

major social change in male-dominated societies

6. Economic rewards/penalties- China penalizes for couples who have more than 1 child by raising taxes, losing

health care benefits and job options; best way is to encouraged and not coerce couples

12.4 India and China Case Studies

1. India- first nations with family planning program in 1957, still #2 population but would be #1 without it; poor

planning, low status of women and extreme poverty still hamper population decreases

2. China- cut CBR from 5.7 to 1.8 (1970-2002) Due to intrusive strict policy; one child families get extra food, large

pensions, better housing, free medical care, free tuition

12.5 Cutting Global Population growth

1. 1994 UN set goals to provide universal family planning, equity of women, take steps to eradicate poverty

Chapter 9 Population Dynamics, Carrying Capacity and Conservation Biology

Sea Otters- Back from the brink of extinction, due to overhunting for fur and abalone fishers saw them as a nuisance,

classified as a keystone species for role in ecosystem (keep kelp forests healthy due to diet of sea urchins) other issues of

pollution still threaten population

9.1 Characteristics of a Population- change in size, density, dispersion (clumped, uniform and random) age distribution

affected by environmental stress

1. What limits a population

a. Births, immigration, deaths, emigration

b. Biotic potential, intrinsic rate of increase (unlimited resources) environmental resistance, carrying capacity,

minimum viable population

2. Exponential growth- starts out slowly then proceeds faster and faster “J” shaped

Logistic growth- exponential growth reaches carrying capacity “S” shaped

3. What if population exceeds carrying capacity? Overshoot cc (reproductive time lag, dieback or crash)

a. Affected by competition of other species, seasonal fluctuations, natural and human caused events (i.e.

Ireland- 1845 1 million died, 3 million left due to potato famine)

4. How does pop. density affect growth? Density independent controls (kills all or majority)-floods, fires,

hurricanes, habitat destruction, pesticide spraying, density dependent- competition for resources, predation,

disease (swine flu, bubonic plague), parasitism

5. Population curves found in nature- stable (slightly above and below cc); irruptive (fairly stable but occasionally

explodes- house mice); irregular (certain populations poorly understood); cyclic (population rises and falls over

a few decades)

9.2 The Role of predation in controlling population size

1. Do predators control pop size- top down control hypothesis; Canadian lynx- prey on hares, shortage of lynx, hare

population increases, cyclical pattern

a. Bottom up control hypothesis- hare population control lynx population, other variable still need to be

considered

9.3 Reproductive patterns and survival

1. How do species reproduce? Asexual and sexual reproduction (97% of organisms- sexual rep)

a. Cons of sex rep- risk of genetic errors, time consuming courtships , male injuries

b. Pros- provides greater genetic diversity, team effort with male protection

2. R-selected species- have high intrinsic rate, reproduce early and have many offspring, short generation times, no

parental care, short lived, tend to be opportunists (cockroaches, dandelions)

3. K-selected species- reproduce late in life, have few offspring , nurture young (large mammals, birds of prey),

prone to extinction

4. Wolf and Moose Interaction on Isle Royale- good case study on populations (please read)

5. Survivorship curves- late loss- curve (K-selected species) early loss (R-selected species) constant loss

(intermediate species that constantly face threat of mortality)

Humans- on average women outlives men by 7 years therefore a 65 year male will pay more for life insurance

9.4 Conservation Biology – be able to list fundamental questions

1. Bioinformatics- computer databases on biodiversity to make sound biological decisions

9.5 Human Impacts on Ecosystems

1. How have humans modified ecosystems- fragmenting habitat, simplifying ecosystems, overgrazing

(overharvesting of renewable resources) interfering with biogeochemical cycles

2. Solutions- we need the Earth but she doesn’t need us, need to realize everything is connected, take no more

than we need

3. Ecological surprises (make sure to read)

Name __________________________

THE POWER OF THE PYRAMIDS

1. Look up the country assigned to you. (Before you come to class find out where your country is located.)

2. 2. Log onto the Internet and go to http://www.census.gov/ 3. Go to:

People International International Data Base (IDB) Data Access

3. What is the estimate of the population of the world today? _____________________

Countries are:

Afghanistan Austria Bangladesh Botswana Brazil

Cameroon Congo (Brazzaville) Denmark Ethiopia El Salvador

France Japan Ghana Mexico Nigeria

Qatar Senegal Saudi Arabia China South Africa

Zimbabwe India

My country is ______________________ and it is located ________________________ ______________________________________________________________________ Answer the following questions:

What is the CBR? __________________________

What is the CDR? __________________________

What is the rate of natural increase? _______________________

What is the life expectancy? ___________________

What is the infant mortality rate? _______________________

What is the Total Fertility Rate (TFR)? ________________________

How has the growth rate changed since 1950? ______________________

What is the growth rate today? _____________________

Go to the chart labeled Midyear Population, by Age and Sex.

Use this data to make an age-sex histogram of your country. For this you will need:

1. A piece of graph paper (your own or pick up a sheet in class) 2. Colored pencils or markers 3. The data you copied from the Internet

To construct the country's pyramid, you must first calculate the percentage of the population made up of each gender's age group. You do this by dividing each segment's population by the total population - NOT EACH GENDER. For example, if a country has a total population of 263,119,000 and the population of males ages 0-4 was 10,515,000 then

10,515,000 / 263,119,000 = 0.04 or 4% You must first complete the calculations for each cohort or age group. The numbers should add up to close to 100%. Record these calculated values on the table included in this procedure. After you have calculated the % Males and % Females, use the graph paper to make an age-sex histogram. Then answer the questions that apply to your country.

POPULATION; Country = ________________

Age Group Male - M % Female - F %

0-4

5-9

10-14

15-19

20-24

25-29

30-34

35-39

40-44

45-49

50-54

55-59

60-64

65-69

70-74

75+

TOTALS:

TOTAL POPULATION:

Questions. Answer all that apply to your histogram.

1. Which gender has the higher population in the youngest age groups on your pyramid?_______ Can you account for this? Explain.

2. Which gender has the higher population in the oldest age group? ____________ How can you account for this? Explain.

3. Does your country look like a pyramid? ____________

4. What can you tell about your country's growth rate by looking at your histogram?

5. If birth and death rates remain the same, what will your pyramid look like in 25 years?

6. What are some factors that could change the shape of your pyramid?

7. Determine the percentage of the population that has yet to reach childbearing age. ________ What do these numbers say about the prospects for future growth?

8. If your country is not increasing in population growth rate, what are some socio-economic problems that might occur?

9. Can you determine from your graph how many people make up the population of your country? Why or why not?

10. Does your country have a baby boom in it? (a bulge in somewhere in the middle of it) _____ What could account for this?

11. If you had a business and you wanted to capitalize on your information about the population age distribution, what would you sell? And why?

12. What % of your population is above age 65? ____________

13. Does your pyramid look like that of the World Population Pyramid? ____________

14. From the information graphed on your histogram, briefly discuss whether your country is increasing in population size, decreasing or at close to ZPG.

15. From your data and histogram, would you place it in the category of developing or developed country or mid- way? ____________________________

TRAGEDY OF THE COMMONS

Introduction: The purpose of this simulation is to explore how resources are used and exploited when they are available to multiple parties. The 'ragedy of the commons- is the situation in which individuals use a common resource for their own personal gain and degradation of the common resources results, leading to a decrease in yield for both the group and the individual. The use of common resources is a tricky issue... who has rights to it? .How are responsibilities shared?

Materials: Goldfish crackers, Plastic bowts (lakes), Straws

Procedure: 1. Divide into groups of 4-6. Each group should sit in a cirde around the "lake", The goal of this

activity is to see how each of you will behave when resources are not privately owned. 2. Each one of you represents the head of a family that is stalVing. In order for your family to

survive, you must catch enough fish for them to eat. The only food source is a small local lake which can accommodate 16 fish. You must fish by sucking up the "fish- from the -lake­with straws.

3. You will get a chance to fish once a yearo(which lasts one minute) and each time you fish you W~y take 0, 1, 2, 3, or 4 fish from the lake. You should rotate your fishing order every year so that everyone has a chance togo first. It is your choice of how many fish you take, however, if you only take one fish, your family will starve. If you take more than 2 fish, you can sell them for a profit. The fish in your lake will reproduce once a year. [See your teacher at the end of each year - each remaining fish is able to spontaneously reproduce and make one new fish (4 fish become 8, l.e., to a maximum of 10)]. Keep the fish that you "catch- in front of you.

4. When your group runs out of fish, the game is over for you.

**Please do not talk or communicate while fishinglJ

Fish Data Tetble - GAME 1 Name of Lake: _

YEAR Number of fish in the

lake [after reproduction]

Number of fish caught per person

Number of fish caught per year

[by everyone]

1

2

3

4

5

TOTAL

....-' 1

Fish Data T eble - GAME 2 Name of Lake: .......... _

YEAR Number of fish in the

lake [after reproduction]

Number of fish caught per person

Number of fish caught per year

[by everyone]

1

2

3 . '.,

.. 5

TOTAL

Discussion Questions ' - ­

1. Did anyone in your group take too many fish? How did that affect.you? Did everyone try to ",Jtake as many as possible? Why or why not? Does society reward those with the "most"?

2. Did anyone sacrifice the # of fish, for the good of the community? Why or why not? Does society every reward that altruist type of person?

3. In game 2, how did your strategy change, if at all? Does it'make a difference to know what the rewards are?

4. Is it possible to maximize the number of fish caught/person AND the number of fish remaining in the pond at the same time? Why or why not?

5~ Think of a local commons that you are familiar with. [parking lots, hallways, bathrooms, seats in the new C.B. West auditorium, paoong spots in Doylestown, etc.] Do similar situations arise? Explain. HOW might those problems be solved?

6. What are some natural resources that are common resources?

7. What are some otthe global commons? Are these being used wisely? Why or why not?

8. .What can people do to use these resources most wisely? What can you specifically do to better utilize some of the global commons?

, Conclusion: How does this activity parallel the tragedy of the commons? How does the tragedy of the commons affect you and future generations?

Name _________________________

World in the Balance

1. Below please list the various challenges facing the populations of India, Kenya, and Japan.

2. What does the population pyramid for each country look like and why?

3. How might each country’s issues be addressed?

4. In 2050, there will be approximately nine billion people in the world, according to the most widely accepted estimate. Ask students what problems this might create for developing countries. What challenges will industrialized nations face? What problems will a nation like Japan, with a declining population, face?