Integrated Environmental Health Middle School Project University of Washington © 2005 1 INE/JIP...

Integrated Environmental Health Middle School Project • University of Washington © 2005 1

INE/JIP Work in BarrowSpring 2009

INE/JIP Work in BarrowSpring 2009

Dr. Robert A. Perkins, PE

Institute of Northern Engineering

University of Alaska


What isEnvironmental Health?

What isEnvironmental Health?

A Student Introduction

OutsideOutside

Inside


What is the environment?What is the environment?

The trees, air, & soil around us

Our fields, farms & the food we grow

Our oceans, lakes, and rivers

ALL the places we live, work & play


What is health?What is health?

Nutritious foods help us stay healthy.

Doctors, hospitals & medicines help us get healthy if we’re sick.

Regular exercise helps keep us strong and healthy.


Environmental Health?Environmental Health?

The study of how the environmentaffects your health.

Food

Air

Water

Sunlight

Noise

Soil


Good Things Around UsGood Things Around Us

There are many things around us that help us stay healthy.

Family & friends

Beautiful scenery

to look at

Medicine & vitamins

Oxygen in the air

Nutrients in food


HazardsHazards

A hazard is anything in the environment that can hurt you or make you sick.

Bacteria & viruses

Harmful chemicals

Loud noises

Tobacco smoke

Stress


Environmental Health CareersEnvironmental Health Careers

Work as scientists in research labs

Work for the government

writing regulations

and studying pollution

Work for corporations

making sure workplaces are safe for

workers

People working in the field of environmental health . . .


The 7 Core ConceptsThe 7 Core Concepts


A Toxic Word GameA Toxic Word Game

Toxic means _____________________.

Toxic_____ is the study of poisons.

Toxic___ is a measure of how dangerous a chemical is.

poisonous or dangerous

ology

ity


A Toxicity ScaleA Toxicity ScaleToxicity Rating

Signal Words on Package

Symbol on Package

Highly Toxic DANGER or POISON

Moderately Toxic WARNING

Slightly Toxic CAUTION

Not Toxic none


How would you rate these products?How would you rate these products?

Toxicity Rating

Highly Toxic

Moderately Toxic

Slightly Toxic

Not Toxic


And the answers are…And the answers are…Toxicity Rating

Highly Toxic

Moderately Toxic

Slightly Toxic

Not Toxic


The Dose Makes the PoisonThe Dose Makes the Poison


Multiple ChoiceMultiple Choice

• Your friend wants to know if the mosquito repellent DEET is bad for him. You should answer: – Is it a natural product? – How bad are the mosquitoes? – How much are you planning to drink?


Dose - ResponseDose - Response

• The response is related to the dose

• Measure and describe the response

• In General– As the dose increases the response

increases


LD 50LD 50

• Dose = internal injected or consumed quantity of contaminant that is lethal to 50% of organisms– In stated time

• LC 50 = media (air, water or sediment) concentration that is toxic to 50% of organisms– Also in stated time


Exposure isExposure is

The total amount of a hazard that comes in direct contact with your body.


The 3 parts of exposureThe 3 parts of exposureThe

Sourceof the hazard(bus exhaust)

TheEnvironmental

Pathway(air)

TheContact

(inhaled fumes)


Which route will the hazards take?Which route will the hazards take?


Route #1: InhalationRoute #1: Inhalation

Inhalation:

Breathing. When chemicals enter the body through this route of exposure, they can get stuck in the lungs and/or be taken up into the

bloodstream.

Inhalation:

Breathing. When chemicals enter the body through this route of exposure, they can get stuck in the lungs and/or be taken up into the

bloodstream.


Route #2: IngestionRoute #2: Ingestion

Ingestion:

Swallowing (usually by eating or drinking). When chemicals enter the body through this route of exposure, they can easily be taken up into the

bloodstream.

Ingestion:

Swallowing (usually by eating or drinking). When chemicals enter the body through this route of exposure, they can easily be taken up into the

bloodstream.


Route #3: Dermal AbsorptionRoute #3: Dermal Absorption

Dermal Absorption:Absorbing a chemical through any part of the skin, including the eyes. When chemicals come in contact with the skin, they can sometimes enter the bloodstream through this route of exposure.

Dermal Absorption:Absorbing a chemical through any part of the skin, including the eyes. When chemicals come in contact with the skin, they can sometimes enter the bloodstream through this route of exposure.


ExposureExposureX

XWhat is dose?What is dose?

X XX

X X

X = hazard

DoseDose

Dose is the amount of a hazard that actually enters your body.

X

XX

XX

X


Dose can depend on…Dose can depend on…

Duration of Exposure:How long?

Frequency of Exposure: How often?

Body Size:How big or

small are you?

M L

S S


Duration of ExposureDuration of Exposure

might not have any harmful effects.

might not have any harmful effects.

30 minutes of sun exposure


Duration of ExposureDuration of Exposure

might be very harmful indeed!might be very harmful indeed!

But 4 hours of sun exposure


Dose can depend on how big or small you are. To understand how, let’s take three different size flasks and fill them with water. Imagine each one represents a different human body - one small, one medium, and one large.

Dose can depend on how big or small you are. To understand how, let’s take three different size flasks and fill them with water. Imagine each one represents a different human body - one small, one medium, and one large.

Dose & Body SizeDose & Body Size

LM

s sL

Ms


Now we will take a dropper of an imaginary hazardous substance and put 3 drops in each flask. What will happen? How will each flask look after the 3 dark purple drops have been added?

Now we will take a dropper of an imaginary hazardous substance and put 3 drops in each flask. What will happen? How will each flask look after the 3 dark purple drops have been added?

A Dose ExperimentA Dose Experiment

LMs


More on DoseMore on Dose

• Timing– Acute/Chronic– <96-hour/Longer Term– Lethal/Sublethal– Immediate/Delayed Response– Sensitive Life Stage(s)– Bioavailability/Exposure


A Dose Experiment - Step 1A Dose Experiment - Step 1

s ML



Ls M



LMs


The larger the dose, the more extreme the response will be.

Dose/Response RelationshipDose/Response Relationship

1 can of pop in 15 minutes

3 cans of pop in 15 minutes


Individual SusceptibilityIndividual Susceptibility

Why are these people more likely to be

harmed by exposure to a hazard than the man

below?

Why are these people more likely to be

harmed by exposure to a hazard than the man

below?


Individual SusceptibilityIndividual Susceptibility

Pregnant women and their developing babies

Elderly people whose defense mechanisms are less efficient

Infants and children who are still developing

Sick people who have weakened immune systems


Genes & SusceptibilityGenes & Susceptibility

Your genes can also make you more or less susceptible to harm from an environmental hazard. For example, some people are more likely to get sick when they are exposed to certain kinds of pesticides.

Your genes can also make you more or less susceptible to harm from an environmental hazard. For example, some people are more likely to get sick when they are exposed to certain kinds of pesticides.


What are the risks & benefits?What are the risks & benefits?

1122 33


Risks & BenefitsRisks & BenefitsWhat are the risks and benefits when grape

growers use pesticides on their crops?


Risks & BenefitsRisks & Benefits

RISKSBENEFITS

•No bugs!

•Better looking fruit that is more visually appealing

•Bigger crops so farmers can make more profit

•People ingest pesticides with the

fruit and get sick

•Pesticides get into dirt and water

•Animals ingest pesticides and get sick


What is environmental justice?What is environmental justice?

Environmental Justice (EJ) means that everyone has a right to live in an environment that doesn’t make them sick, regardless of their race, culture, or income.

Environmental Justice (EJ) means that everyone has a right to live in an environment that doesn’t make them sick, regardless of their race, culture, or income.


The EJ ProcessThe EJ Process

Who is producing

the hazard?

Who is producing

the hazard?

Who is being exposed?

Who is being exposed?

Who are the decision makers?

Who are the decision makers?

Establish a dialog between the

decision makers, scientists, and the

affected community.

Establish a dialog between the

decision makers, scientists, and the

affected community.

Empower community

members to bring about change.

Empower community

members to bring about change.

Share information and decisions with

community members.

Share information and decisions with

community members.


Where can you go for information?Where can you go for information?

City hallState agenciesFederal agencies

DoctorsNurses

HospitalsHealth Department

SchoolsLibraries

Universities

Your Town

Caution!


Toxicity Studies ProbeToxicity Studies Probe

• Type of toxic effect

• Dose response relationship– Including NOEL


Risk AssessmentRisk Assessment

• What is the dose people or the environment will be exposed to?– the fate and transport of the substance– environmental engineering

• What are the likely effects at that dose?– toxicology

• State the probability and severity of some harm based on alternatives


Risk ManagementRisk Management

• What is to be done about the risk?• Do nothing and accept consequences• Do something and reduce consequences

– What– When– At what cost– Who will pay those costs

• Law may require


Risks and BenefitsRisks and Benefits

• Often must compare with benefits– Pharmaceuticals– All have some unwanted effects

• Pesticides– Food supply– Human and ecological consequences for use and

non-use• Chlorine

– Bacteria and viruses in water supply– Chlorinated byproducts


Ecological Risk AssessmentEcological Risk Assessment

• What are the risks to the environment?


How can you take action?How can you take action?

Write a letter to a newspaper

Write a letter to a newspaper

Call or write an elected official Call or write an elected official

Organize a community meeting

Organize a community meeting

Inform your neighbors Inform your neighbors

Make a documentary about

the problem

Make a documentary about

the problem

Create a petition and get

signatures

Create a petition and get

signatures


Example of Test ChambersExample of Test Chambers


Spaghetti FactorySpaghetti Factory


Arctic marine lifeArctic marine life

• Acute responses may be delayed with Arctic species

• May be different than sub-arctic and temperate organism responses at lower temperatures

• Life stages associated with ice• Characterized by storage of lipids in visible

globules• Some have anti-freeze molecules• Feeding may be limited to Spring/Fall


Valuable Ecosystem Components for Beaufort and

Chukchi Sea

Valuable Ecosystem Components for Beaufort and

Chukchi Sea

Phytoplankton M icrozooplankton

Zooplankton

Neuston

BowheadW hales

Beluga Orca

RingedSeal

Anadrom usFish

Arctic CodOther Pelagics

HerringSandlance

Sm elt

PolarBear

I II II I IVIII-


Arctic CodArctic Cod

Slide from Akvaplan-niva

Integrated Environmental Health Middle School Project • University of Washington © 2005 72Copepod, Calanus glacialis

Jack Q Word

Are you sure about this? Both the male and female Calanus are supposed to have only a single antenna.


INE/JIP Work in BarrowINE/JIP Work in Barrow

• Working with BASC

• Leased a lab in BARC– Minus1°C cold room

• Acquire Cod for eggs or juvenile cod for holding and testing

• Copepods – juveniles and adults


How to get test organismsHow to get test organisms


Beam TrawlBeam Trawl


Crab Pot SurveyCrab Pot Survey


Plankton NetsPlankton Nets

From Alex Salki


Nok, Michael, and Scott


TestingTesting

• Maintain eggs and larvae in cold room

• Test varying concentrations of oil and dispersants

• Learn the dose-response curve for two arctic organisms for each tested dispersant

• Microbial Remediation Rates with indigenous microbes


ThanksThanks

• Questions?


Any Questions?Any Questions?


• http://www.apdc-ak.org/newsletter/index.htm

Integrated Environmental Health Middle School Project University of Washington © 2005 1 INE/JIP...

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