Transcript HUMAN IMPACT on the BIOSPHERE Chapter 6

HUMAN IMPACT on the
BIOSPHERE
Chapter 6-4
Charting a course for the Future
http://www.claybennett.com/pages2/mistletoe.html
HUMAN ACTIVITIES
Humans participate in
Food webs & ____________________
Biogeochemical cycles
__________
http://www.brevardcounty.us/mrrp/images/misc/boat_cartoon.jpg
We depend on ecosystems for a variety
“ GOODS and SERVICES”
of _____________________________
For image sources: see last slide
“GOODS & SERVICES”
provided by ecosystems
Solar
energy
____________________
Oxygen
production
____________________
Nutrient
storage and recycling
____________________
Climate
regulation
____________________
Images from:
“GOODS & SERVICES”
provided by ecosystems
Food
production
____________________
Habitats
for wildlife
____________________
Human
and industrial waste
____________________
detoxification
Natural
pest / disease control
___________________
“GOODS & SERVICES”
provided by ecosystems
Source
of new medicines
____________________
Air and water purification
____________________
Soil
erosion /runoff management
____________________
WHAT DOES IT MEAN?
The sum total of all the variety of organisms
in the biosphere = _____________
BIODIVERSITY
REMEMBER!
Everything is connected.
BIODIVERSITY is a measure
of the health of an ecosystem.
Image from: Pearson Education Inc, publishing as Pearson Prentice Hall ©2006
ENVIRONMENTAL PROBLEMS
DEAD ZONES
___________________
OZONE
DEPLETION
___________________
ACID RAIN
___________________
GLOBAL WARMING
___________________
http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg
DEAD ZONES
REMEMBER !
When an ecosystem receives a LARGE input
of limiting nutrient (ie., fertilizer runoff) the
BLOOM
population increases dramatically = ALGAL
___________
Gulf of Mexico Dead Zone
The DEADZONE forms each April, generally grows
throughout the summer, reaching a peak in late July.
http://www.ncat.org/nutrients/hypoxia/hypoxia.html
Gulf of Mexico Dead Zone
http://serc.carleton.edu/microbelife/topics/deadzone/index.html
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
DEAD ZONES
How do we HELP?
Use modern technology and
“green” farming methods to:
•Decrease agricultural fertilizer use
• Decrease runoff of agricultural waste
ENVIRONMENTAL PROBLEMS
DEAD ZONES
___________________
OZONE DEPLETION
___________________
ACID RAIN
___________________
GLOBAL WARMING
___________________
http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg
http://www.planetguide.net/book/chapter_5/ozone_layer.html
OZONE LAYER
Our atmosphere between
20-50 km contains
high concentrations
OZONE (O3)
of ____________
which protect us from
the sun’s harmful
ultra-violet
______________
radiation.
http://pubweb.bnl.gov/users/xujun/www/bnl/ozone_layer_1.gif
EFFECTS OF UV RADIATION
Skin cancer
__________________________________
Premature aging of skin
__________________________________
Cataracts/blindness
__________________________________
Reduced crop yield
___________________________________
Disruptions in the marine food
___________________________________
chain
Click here to see a movie
about the effects of UV radiation
WMV, 618K
WHAT WE KNOW
Scientists have been
depletion
monitoring the ____________
of ozone in our atmosphere
and have discovered
a hole in the ozone layer
Antarctica
over ____________.
Click here to see a movie
about the ozone hole
WMV, 616K
http://ozonewatch.gsfc.nasa.gov/facts/hole.html
The annual ozone "hole“ over Antarctica has
occurred 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 NOT
just a problem at the South Pole.
Research has shown that ozone depletion
also occurs over North America, Europe,
Asia, and much of Africa, Australia, and
South 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
(CFC’s)
molecules _______
released from
air conditioners,
aerosol spray cans,
fire extinguishers,
and industry
destroy ozone
________________
http://www.atm.ch.cam.ac.uk/tour/part3.html
OZONE DEPLETION
HOW DO WE HELP?
MONTREAL PROTOCOL
1987- the _______________________
committed signing nations (including USA) to
REDUCTION in the use of CFCs and other
a ____________
ozone-depleting substances.
CFC production was banned after 1995 in the
developed countries, and later in developing
countries. Today, over 180 countries have
ratified the treaty.
THAT’S WHY . . .
http://www.roundrocktexas.gov/images/spray_cans_large.jpg
AEROSOL
_____________spray
cans
no longer contain
CFC propellants.
AIR CONDITIONERS
Gases in ___________________
and _____________
refrigerators are collected
and recycled.
OZONE DEPLETION
How 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.
ENVIRONMENTAL PROBLEMS
DEAD ZONES
___________________
OZONE DEPLETION
___________________
ACID RAIN
___________________
GLOBAL WARMING
___________________
http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg
Figure 6-12 The Formation of Acid Rain
What’s the cause?
________________________
BURNING FOSSIL FUELS
Emissions to Atmosphere
Nitrogen oxides
Sulfur dioxide
Chemical Transformation
Nitric acid
Sulfuric acid
Condensation
Dry Fallout
particulates, gases
Industry
Transportation
Ore smelting
Precipitation
Acid rain, fog,
snow, and mist
Power generation
Sulfur oxides
Nitrogen oxides and ________________
Releases _______________
into the atmosphere that react with water to
produce ACID RAIN.
ACID RAIN EFFECTS
•
•
•
•
kills fish
reduces biodiversity
damages forests
causes illness & premature death
from heart & lung disorders like
asthma and bronchitis
GLOBAL WARMING
HOW DO WE HELP?
Develop a National energy policy that emphasizes
use of alternative renewable energy sources
Cut down on activities that use fossil fuels
conserve electricity
drive less
Drive automobiles with increased fuel efficiency
OR run on alternative fuels
Recycle
(uses less energy than starting from scratch)
GREENHOUSE EFFECT
Temperatures of Earth remain within a range
suitable for life because the _____________
______________
atmosphere
acts as a natural _________________
blanket.
insulating
http://wwwstatic.bayareawritingproject.org/images/bawp41/earthAtmosphereIMG.gif
GREENHOUSE EFFECT
Atmospheric gases such as
Carbon dioxide (CO2 )
___________________
methane
___________________
water vapor
___________________
CFC’s
___________________
NORMALLY trap heat
energy from the sun
like a greenhouse
Greenhouse effect
= _____________________
http://www.acmecompany.com/stock_thumbnails/13808.greenhouse_effect_2.jpg
GLOBAL WARMING- Is it real?
Some people say that the Earth has
cycles of warmer/cooler climate change
and that this is just part of that cycle.
Most scientists believe that the increase in
global temperatures is the result of human
activities that have increased the amount of
CO2 and other greenhouse gases in the
atmosphere
Last month 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!
FACTS WE KNOW
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.
http://content.answers.com/main/content/wp/en/thumb/8/87/280px-Instrumental_Temperature_Record.png
FACTS WE KNOW
The snow cover in the Northern Hemisphere and
floating ice in the Arctic Ocean have decreased.
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
GLOBAL WARMING
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
• raising of livestock
What’s so bad about warming up a little?
We’re freezing here in S.D.!
What’s so bad about warming up a little?
http://healthandenergy.com/images/global2.gif
Cartoon from Brookings Register
Coastal flooding
http://www.claybennett.com/pages/ocean_temps.html
What’s so bad about warming up a little?
Changes in
Gulf Stream
http://zfacts.com/metaPage/lib/Atlantic_conveyor.jpg
What’s so bad about warming up a little?
http://en.wikipedia.org/wiki/Hurricane_Katrina
http://i.a.cnn.net/cnn/2005/WEATHER/08/25/tropical.storm/story.katrina.915p.jpg
More severe storms
What’s so bad about warming up a little?
http://www.cactus-art.biz/note-book/Dictionary/aaa_Dictionary_pictures/drought.jpg
Heat waves and drought
Weather
extremes
Brookings Register
What’s so bad about warming up a little?
http://www.metro.co.uk/news/article.html?in_article_id=35720&in_page_id=34
Changing habitats
means
loss of species
What’s the Kyoto Accord got to
do with it?
The Kyoto Accord is an agreement, aimed at
reducing global warming that asks participants
REDUCE their GREENHOUSE
GAS
to __________
________________
emissions to a percentage of their 1990
by 2012
emission levels _____________.
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".
160 nations have now agreed (not US or Australia)
PROBLEMS WITH the KYOTO
ACCORD
ALL countries not required to reduce emissions equally
7% for the US, 6% for Japan, 0% for Russia,
Developing nations don’t have to reduce emissions at all
India 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 by
purchasing emission reductions from elsewhere and funding
developing countries for climate related studies, projects, and
technology
Even if we don’t ratify the Kyoto agreement . .
we can still work to reduce our emissions
of global warming gases!
BECAUSE THINGS WE DO TO “FIX GLOBAL
WARMING” make sense anyway!
THINGS WE DO TO “FIX GLOBAL WARMING”
make sense anyway!
http://www.inkcinct.com.au/Web/CARTOONS/2005/2005-379C--last-fossil-fuel.gif
THINGS WE DO TO “FIX GLOBAL WARMING”
make sense anyway!
http://healthandenergy.com/global_warming_cartoons.htm
THINGS WE DO TO “FIX GLOBAL WARMING”
make sense anyway!
Brookings Register
THINGS WE DO TO “FIX GLOBAL WARMING”
make sense anyway!
Brookings Register
GLOBAL WARMING
HOW DO WE HELP?
Develop a National energy policy that emphasizes
use of alternative renewable energy sources
Cut down on activities that use fossil fuels
conserve electricity
drive less
Drive automobiles with increased fuel efficiency
OR run on alternative fuels
Cut down on CO2 emissions
(with or without the Kyoto accord)
Recycle
(uses less energy than starting from scratch)
Reduce deforestation (plants use CO2)
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 of
the earth. Man did not weave the web of life –
he is merely a strand in it. Whatever he does to
the web, he does to himself.
~ Chief Seattle, 1854
QUOTES
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
WE NEED TO START CONSIDERING THE
EFFECTS ON OUR PLANET WHEN WE MAKE
DECISIONS!
http://www.claybennett.com/pages/earth_d5.html
SOUTH DAKOTA
CORE SCIENCE STANDARDS
NATURE OF SCIENCE:
Indicator 1: Understand the nature and
origin of scientific knowledge
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
•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
NATURE OF SCIENCE:
Indicator 1: Understand the nature and
origin of scientific knowledge
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.
•Recognize and analyze alternative explanations and models.
•Evaluate the scientific accuracy of information relevant to a specific issue
SOUTH DAKOTA
CORE SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 3: Analyze how organisms are linked to one
another and the environment.
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 activity
Response to external stimuli
SOUTH DAKOTA
CORE SCIENCE STANDARDS
EARTH SCIENCE:
Indicator 1: Analyze the various structures and
processes of the Earth system.
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
SOUTH DAKOTA
CORE SCIENCE STANDARDS
TECHNOLOGY, ENVIRONMENT, & SOCIETY:
Indicator 1: Analyze various implications/effects of
scientific advancement within the environment and society.
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
SOUTH DAKOTA
ADVANCED SCIENCE STANDARDS
LIFE SCIENCE:
Indicator 3: Analyze how organisms are linked to one
another and the environment.
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
SOUTH DAKOTA
CORE SCIENCE STANDARDS
TECHNOLOGY, ENVIRONMENT, & SOCIETY:
Indicator 2: Analyze the relationships/interactions
among science, technology, environment, and society.
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
Core High School
Nature of Science
Performance Descriptors
High school students
performing at the
ADVANCED level:
High school students
performing at the
PROFICIENT 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
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.
given a scientific discovery narrative, determine and
describe how societal, cultural, and personal beliefs
influenced the investigation and its interpretation;
Core High School
Life/Earth Science
Performance Descriptors
High school students
performing at the
ADVANCED level:
High school students
performing at the
PROFICIENT 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
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
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
Core High School
Technology, Environment, Society
Performance Descriptors
High school students
performing at the
ADVANCED level:
High school students
performing at the
PROFICIENT 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
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.
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
SOURCES
http://www.animation-station.com/smileys/index.php?page=17
http://mff.dsisd.net/Environment/Cycles.htm
http://www.romanviii.co.uk/bp/nhpage.asp?pcat=about_us
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