Download ap environmental science (apes) 2011

AP ENVIRONMENTAL SCIENCE (APES) 2016-2017 SUMMER ASSIGNMENT….
Dear Future AP Environmental Student:
Hey, let me congratulate you on choosing to be part of what we will “FONDLY” refer to as
APES=Advanced Placement Environmental Science. Notice the word “MENTAL” is part of this.
We have a busy year ahead of us. This summer assignment will help you be successful next year
by allowing you to review some necessary material from your previous science and mathematics
classes. It will also allow you to do things more leisurely during the summer so you will not be
overwhelmed during the school year keeping up with all of your studies in this class and your other
classes. The due date for all of this summer work is the first day back for students! No
exceptions! If you are absent it is still late! Anything that is late will get an automatic zero! All
work that you turn in must be your own work. Plagiarism will not be tolerated and will end up in
a grade of zero! If you have any problems or questions feel free to e-mail me at
[email protected] . I do not check my e-mail everyday so do not wait until the last
minute to ask questions. I will be out of town trying to save the environment and out of “laptop
range” for 2-3 weeks. YOU HAVE TO TAKE THE COLLEGE BOARD EXAM IN MAY!
There are four parts to the summer assignment: DO NOT procrastinate! Parts 1-4 will be graded
separately and each one counts as a major grade! You will have 3 separate tests for parts 1,2 & 3.
1. Make & study the flash cards for the chemical formulas. Due 1st day of school. Test on these
will be the first week of school.
2. Study the math skills. Answer the math problems (Due 1st day of school). Be ready to be tested
on all this math during the first week or two of school.
3. Follow the directions for making the flash cards for the 154 WAYS TO GO APES. These are
due first day of school. You will be tested on this information the second week of school,
throughout the year & on the exams!
4. Watch the video Home on YouTube and complete the write-up assignment which is due the
first day of school.
GOOD LUCK--------------------------------------------------------Mr. Hutchinson
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Prerequisite knowledge and skills—AP Environmental Science is a college course that combines
content from Earth Science, Biology, Chemistry, Physics, Math, Economics, Legislation & Law,
and Social Studies. You must have a good understanding of basic scientific and mathematics skills
that you must be able to do quickly and correctly without a calculator. You should also have
strong reading, writing, and speaking skills. You will continue to develop these skills throughout
the class. It is imperative that to be successful you review the following materials. You must have
flash cards on the basic scientific information below. You should also study the math concepts and
complete the practice math problems. These are due the first day of school. If you do not have
them, then you get a zero! If you are struggling with this information you should find sources on
the internet that can help support you!
PART #1: FORMULA FLASH CARDS: You should have a 3 x5 flash card on all of the
following formulas. I would advise you to get going on this early and study these throughout the
summer! You will be tested on the Chemical Formulas as well as the math concepts sometime
during the first week of class!
Chemical Formulas
You need to know the full name of these chemical abbreviations: FLASH CARDS MUST HAVE
the abbreviation on one side and the full name of the chemical on the other side.
CO2
O2
Hg
CO
O3
Rn
C6H12O6
P
U
CH4
PO43CFC
H2
S
H2O
SO2
N2
Cl
NOx
K
NO3NaCl
NH3
Pb
2
PART #2: “BASIC” MATH CONCEPTS: You do not have to do flash cards for this section, but it
may help with some of the material. You MUST know these math skills. Here is the fun part--You will NOT be able to use a calculator! GOOD LUCK! There is a lot of helpful info on the
internet!
Rounding: If it is 5 or greater you round up; if it is 5 or less you round down.
For Example: 54.4 is rounded to 54 and 54.6 is rounded to 55
Scientific Notation: In scientific notation, a number is rewritten as the product of two numbers: a
coefficient and 10 raised to a power. The larger a number is, the larger the power of 10 needed to
represent it. Positive exponents of 10 result in numbers greater than 1. The smaller a number is,
the smaller the power of 10 needed to represent it. Negative exponents of 10 result in numbers less
than 1 (decimals).
For example: 50,200 is written in scientific notation as 5.02 x 104 . This is equivalent to saying
5.02 x 10,000
For example: 0.0082 is written in scientific notation as 8.2 x 10-3 . This is equivalent to saying
8.2 x 0.001
An easy way to determine what power of 10 is used in scientific notation is to count how many
places the decimal is moved to the left or the right!
For example: In 50,200 to get to the scientific notation coefficient of 5.02, the decimal was
moved 4 places to the left (Which means raise the 10 to the 4th power).
For example: In 0.0082 to get to the scientific notation coefficient of 8.2, the decimal was moved 3
places to the right (Which means raise the 10 to the -3rd power).
When adding or subtracting, exponents must be the same. Add (or subtract) the numbers in front of
the ten and keep the exponent the same.
For example: 4.9 x 102 + 7.9 x 103 = 8.39 x 103
When multiplying or dividing, multiple or divide the number in front of the ten. You add the
exponents if multiplying OR subtract the exponents if dividing.
For example: 9 x 105 / 3 x 102 = (9/3) x 105-2 = 3 x 103
Need help go online: http://janus.astro.umd.edu/astro/scinote/
Prefixes & Metric System: Know prefixes and know the metric system! I am sure there is
information on the internet that can help you brush up on these skills! Here are some commonly
used prefixes.
(milli) m
=
1/1000
=
10-3
(centi) c
=
1/100
=
10-2
(kilo) k
=
1000
=
103
(mega) M
=
1,000,000
=
106
(giga) G
=
1,000,000,000
=
109
(tera) T
=
1,000,000,000,000
=
1012
Need help go online: http://www.purplemath.com/modules/metric.htm
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Percentages: 15% =
15/100
= 0.15
--remember that percent just means divided by 100
--percentage is a measure of the part of the whole (part divided by the whole)
--15 million is what percentage of the US population? 15 million/300 million=.05=5%
--What is 20% of this $15bill so I can leave a tip? $15 x .20 = $15 x 20/100 = $3
Need help go online: http://www.mathsisfun.com/percentage.html
Rates:
Rise
Run
Y2 – Y1
X2 – X1
slope
change
time
The above are all different ways of looking at rates. Rates will usually be written with the word
“PER” followed by a unit of time. (Examples: miles per gallon, kilometers per hour) The word
“PER” literally means to divide. Therefore miles per gallon is actually the number of miles driven
divided by one gallon. Rates calculate how much an amount changes in a certain amount of time.
Algebraic Manipulations: You will need to be able to manipulate different equations in order to
solve for the unknown variable. It will be essential to get in the routine of showing your algebraic
manipulation and ALL math work in a clear and organized fashion. Always write out the equation.
Always plug in the numbers and show all work and all steps. Then make sure you have the correct
units and circle/box your FINAL & HOPEFULLY CORRECT ANSWER!
For Example: PV = nRT and you are given that P = 3, V = 2, R = 0.08, & T = 298.
You need to manipulate the equation/formula to solve for (n) the unknown!
PV = nRT
PV = n
RT
(3)(2) = n
(0.08)(298)
0.25 = n
Significant Digits/Figures: The number of significant digits in a value can be found by:
a. counting the number of trailing zeroes (670.00 has five significant digits).
b. counting the number of non-zero digits (6.35 has three significant digits).
c. disregarding the number of leading zeroes (0.0458 has three significant digits).
d. counting the zeroes enclosed by non-zero numbers (50602 has five significant digits).
e. When you add, subtract, multiply, etc. numbers, your final answer should reflect the significant
digits in the set of numbers. You should NOT have more decimal places or significant digits than
the number with the FEWEST decimal places or significant digits.
Need help go online: http://www.chem.sc.edu/faculty/morgan/resources/sigfigs/
Dimensional Analysis: You should be able to convert any unit into any other unit accurately if
given the conversion factor. Online tutorials are available:
http://www.chemprofessor.com/dimension_text.htm *Note there is an underline between the
words dimension & text.
http://www.chem.tamu.edu/class/fyp/mathrev/mr-da.html *Note at bottom of tutorial it has help
for other topics!
**There are a lot more internet help tutorials.** JUST GOOGLE IT!
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YOU MUST ANSWER MATH QUESTIONS 1-40 BELOW—SHOWING ALL OF YOUR
WORK & INCLUDING PROPER/CORRECT UNITS—YOUR ULTIMATE ANSWER SHOULD
HAVE A BOX AROUND IT:
You will have a math test on some or all of the math concepts talked about above! You will not be
able to use a calculator! The test will be during the first week of school. Practice without a
calculator and check your answers with one.
THESE PRACTICE MATH QUESTIONS ARE DUE THE FIRST DAY OF SCHOOL! AFTER
THAT IT IS A ZERO! (0.00) THIS SHOULD BE DONE ON A SEPARATE PIECE OR PIECES
OF PAPER!
1. A population of BUNNIES was 200. If the population grows by 15% in one year, how many
bunnies will there be next year?
2. A population of 300 bunnies gets decimated by coyotes. The population goes from 300 to 34.
What percentage did the population decrease by?
3. One year there were 40 houses in a neighborhood and the next year there were 50. What
percentage did the number of houses grow by?
4. Electricity costs 8 cents per kilowatt hour. In one month your house uses one megawatt hour of
electricity. How much will your electric bill be? You will have to convert!
5. Your car gets 15 miles to the gallon and your friend’s car gets 25 miles to the gallon. You
decide to go on a road trip to Myrtle Beach, which is 300 miles away. If gas costs $4 per gallon
and you decide to split the gas money in half, how much money will you save by driving your
friend’s car instead of yours?
6. What is one million times one thousand? Show your work in scientific notation.
7. You go to a parking lot that is 10 miles wide and 30 miles long. If one inch of rain falls on this
parking lot, how many cubic feet of rain fell on the parking lot? (convert all units to feet first)
8. How many significant digits are in 0.0345?
9. How many significant digits are in 70007.08?
10. Convert 386,000 meters to kilometers.
11. Convert 0.66 meters to centimeters.
12. Convert 6,800 BTU’s to k-w-h. Look up info on the internet!
13. Convert 6m3 to cm3.
14. Convert 66,600 to scientific notation.
15. Convert 0.000789 to scientific notation.
16. Convert 4979 to scientific notation.
17. Solve (2.0 x 1012) x (3.5 x 101)
18. Solve 3.5 x 105 divided by 5.0 x 103
19. Solve 2.456 x 105 + 6.0034 x 108
20. Solve 4.801 x 103 - 2.2 x 107
21. A landfill must include a plastic layer along the bottom and sides to protect the groundwater.
The landfill will be 200 meters wide by 300 meters long by 20 meters deep, and will NOT have a
plastic “lid”. How much plastic will be needed to line the landfill?
22. An MP3 player takes about 16 kilobytes of memory per second of music. If you owned a one
terabyte hard drive and filled it with only MP3’s, how many days worth of music would you have?
(keep track of units: kilobytes to terabytes and seconds to days)
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23. How many significant figures are in 66000?
24. How many significant figures are in 0.007040?
25. How many significant figures are in 20006.0?
26. How many significant figures are in 0.007?
27. Write one million in scientific notation.
28. Write 0.0015 in scientific notation.
29. Write 5878300 in scientific notation.
30. Write 0.015 in scientific notation.
31. Write 2.45 x 104 in regular notation.
32. Write 1.23456 x 107 in regular notation.
33. Write 2.34 x 10-4 in regular notation.
34. Write 46789 x 10-3 in regular notation.
35. A 100 square mile area of national Park is how many acres? How many hectares?
36. Twelve hundred metric tons of solid waste is how many kilograms?
37. The total amount of freshwater on Earth is estimated to be 3.73 x 108 km3. What would that
be in cubic meters?
38. If you are traveling at 70 miles per hour, how many minutes would it take to drive 175 miles?
39. What is 20% of a $34.80 bill?
40. 300 million is what percent of 7 billion?
PART # 3: APES REVIEW: “THE 154 WAYS TO GO APE(S)”
Put these facts on index cards. Study them this summer. You will be tested on these the second
week of school and throughout the semester & on the EXAM you have to take.
The underlined term or phrase goes on one side, and the definition/explanation & a drawing
goes on the other side. DON’T FORGET DRAWING!
BIODIVERSITY
1) Conservation: allowing the use of resources in a responsible manner
2) Preservation: setting aside areas and protecting them from human activities
3) Keystone species: species whose role in an ecosystem are more important than others ( sea otters, sea stars, grizzly bears,
prairie dogs)
4) Indicator species: species that serve as early warnings that an ecosystem is being damaged ex. trout
5) Characteristics of endangered species: small range, large territory, or live on an island
6) Endangered species: a group of organisms in danger of becoming extinct if the situation is not improved; population
numbers have dropped below the critical number of organisms; North spotted Owl (loss of old growth forest), Bald Eagle
(thinning of eggs caused by DDT), Piping Plover (nesting areas threatened by development), and many others
7) Invasive/Alien/Exotic species: non-native species to an area; often thrive and disrupt the ecosystem balance; examples:
kudzu vine, purple loosestrife, African honeybee “killer bee”, water hyacinth, fire ant, zebra mussel, gypsy moth, Asian Long
Horned Beetle
CYCLES/PROCESSES
8) Parts of the hydrologic cycle: evaporation, transpiration, runoff, condensation, precipitation, infiltration
9) Nitrogen fixing: because atmospheric N2 cannot be used directly by plants it must first be converted into ammonia (NH3)
by bacteria (rhizobium or cyanobacteria)
10) Ammonification: nitrogen is converted into ammonia by ammonifying bacteria; may occur when nitrogen in organic
wastes in the soil are converted to ammonia or when atmospheric nitrogen (N2) is converted to NH3
11) Nitrification: ammonia (NH3) is converted to nitrate ions (NO3)-
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12) Assimilation: inorganic N2 is converted into organic molecules such as DNA/amino acids & proteins - plants assimilate
nitrogen as NH4+ or NO3- through their roots; animals (herbivores) assimilate organic nitrogen compounds by eating plants
13) Denitrification: bacteria convert nitrate (NO3)- and nitrite (NO2)- back into N2 gas; bacteria convert ammonia (NH3) back
into N2 or N2O – typically accomplished by anaerobic bacteria
14) Phosphorus does not circulate as easily as nitrogen because: it does not exist as a gas, but is released by weathering of
phosphate (PO4)3- rocks; this is a SEDIMENTARY cycle – it is never found as a gas
15) How excess phosphorus is added to aquatic ecosystems: runoff of animal wastes, fertilizer, discharge of sewage; limiting
factor in freshwater ecosystems; excess P leads to eutrophication
16) Photosynthesis: plants convert atmospheric carbon (CO2) into complex carbohydrates (glucose C6H12O6); energy is
consumed and oxygen is released as a waste product
17) Aerobic respiration: O2-consuming producers, consumers & decomposers break down complex organic compounds &
convert C back into CO2; energy is released and oxygen is consumed in the process
18) Anaerobic Respiration: break down of carbohydrates without oxygen – products are methane (CH4), alcohols and other
organics
19) Transpiration – process where water is absorbed by plant roots, moves up through plants, passes through pores
(stomata) in leaves or other parts, evaporates into atm. as water vapor
20) Largest reservoirs of C: carbonate (CO3)2- rocks first, oceans second
ECOLOGY
21) Sustainability: the ability to meet the current needs of humanity without compromising the ability of future generations.
22) The Tragedy of the Commons: (1968 paper by ecologist Garret Hardin) “Freedom to breed” is bringing ruin to all.
Global commons such as atmosphere & oceans are used by all and owned by none. When no individual has ownership, no
one takes responsibility. Examples: overfishing in the oceans, over pumping of the Ogallala Aquifer
23) Natural selection: organisms that possess favorable adaptations survive and pass them onto the next generation
24) Energy flow in food webs or chains, through trophic systems: only 10% of the usable energy is transferred because
usable energy lost as heat (second law); not all biomass is digested and absorbed; predators expend energy to catch prey; the
10% value is an average value
25) Biotic and abiotic: living and nonliving components of an ecosystem
26) Competition – a type of population interaction, usually over a limited resource – may be intraspecific or interspecific
27) Producer/Autotroph: photosynthetic or chemosynthetic life; Chemotroph – organism undergoing chemosynthesis –
usually carried out by sulfur bacteria in aphotic zones in the ocean (deep ocean vents, etc.)
28) Primary succession: development of communities in a lifeless area not previously inhabited by life or those in which the
soil profile is totally destroyed (lava flows); no soil substrate present; begins with lichen action
29) Secondary succession: life progresses where soil remains (clear-cut forest, fire, disturbed areas)
30) Mutualism: symbiotic relationship where both partners benefit and both participate
31) Commensalism: symbiotic relationship where one partner benefits & the other is unaffected or may benefit
32) Parasitism: relationship in which one partner obtains nutrients at the expense of the host
33) Biome: large distinct terrestrial region having similar climate, soil, plants & animals; terrestrial biomes determining
factors are temperature and precipitation
34) Carrying capacity: the number of individuals (size of the population) that can be sustained in an area (supported by
available resources in the environment)
35) R strategist: reproduce early in life; many small unprotected offspring; tend to be generalists, short lifespan
36) K strategist: reproduce late in life; few offspring; care for offspring; tend to be specialists, longer lifespan
37) Positive feedback: when a change in some condition triggers a response that intensifies the changing condition (warmer
Earth - snow melts - less sunlight is reflected & more is absorbed, therefore warmer Earth)
38) Negative feedback: when a changing in some condition triggers a response that counteracts the changed condition
(warmer Earth - more ocean evaporation - more stratus clouds - less sunlight reaches the ground - therefore cooler Earth)
39) Malthus: said human population increases exponentially, while food supplies increase arithmetically; factors that keep
the population in check include war, famine & disease
40) Doubling time: rule of 70; 70 divided by the percent growth rate
41) Replacement level fertility: the number of children a couple must have to replace themselves (2.1 developed, 2.7
developing); biotic potential; total fertility rate (TFR)
42) World Population: ~ 6.8 billion
U.S. Population: ~ 310 million
43) Preindustrial stage: (demographic transition) birth & death rates high, population grows slowly, infant mortality high
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44) Transitional stage: (demographic transition) death rate lower, better health care, population grows fast
45) Industrial stage: (demographic transition) decline in birth rate, population growth slows
46) Postindustrial stage: (demographic transition) low birth & death rates
47) Age structure diagrams: broad base = rapid growth; narrow base = negative growth; uniform shape = zero growth;
Major Age Cohorts -7 pre-reproductives, reproductives, post-reproductives
48) First and second most populated countries: China and India
49) Most important thing affecting population growth: low status of women
50) Ways to decrease birth rate: family planning, contraception, economic rewards and penalties
51) True cost / External costs: harmful environmental side effects that are not reflected in a product’s price
ELECTRICITY
52) Cogeneration: using waste heat to make electricity
53) Electricity generated by fossil fuels, biomass or nuclear power: heat is produced which creates steam -7 steam turns a
turbine -7 the mechanical energy from the turbine is converted to electrical energy in a generator and that energy is
transmitted to homes through power lines
54) Hydroelectric power: potential energy of stored water is used to turn a turbine -7 the mechanical energy from the
turbine is converted to electrical energy in a generator and that energy is transmitted to homes through power lines
ENERGY, GENERAL
55) Thermal gradient: spontaneous flow of heat from warmer to cooler bodies
56) Ionizing radiation: enough energy to dislodge electrons from atoms, forming ions; capable of causing cancer (gamma, Xrays, UV)
57) High Quality Energy: organized & concentrated; can perform useful work (fossil fuel & nuclear)
58) Low Quality Energy: disorganized, dispersed (heat in ocean or air wind, solar)
59) First Law of Thermodynamics: energy is neither created nor destroyed, but may be converted from one form to another
(Law of Conservation of Energy)
60) Second Law of Thermodynamics: when energy is changed from one form to another, some useful energy is always
degraded into lower quality energy, usually heat
61) Best solutions to energy shortage: conservation, increase efficiency, explore alternative energy options
62) Alternate energy sources: wind, solar, waves, biomass, geothermal, fuel cells
ENERGY, NUCLEAR
63) Natural radioactive decay: unstable radioisotopes decay releasing gamma rays, alpha particles, and beta particles
64) Half-life: the time it takes for ½ the mass of a radioisotope to decay
65) Estimate of how long a radioactive isotope must be stored until it decays to a safe level: approximately 10 half-lives
66) Nuclear Fission: nuclei of isotopes split apart when struck by neutrons
67) Nuclear Fusion: two isotopes of light elements (H) forced together at high temperatures till they fuse to form a heavier
nucleus (He). Process is expensive; break-even point not reached yet; D + D -7 He
or D + T -7 He
68) Mass deficit: not all matter is converted into matter in a fusion reaction – some (the mass deficit) is converted into energy.
E = mc2. Explains the energy released in a fusion reaction.
69) Major parts of a nuclear reactor: core, control rods, steam generator, turbine, containment building
70) Two most serious nuclear accidents: Chernobyl, Ukraine (1986) and Three Mile Island, PA (1979)
FOSSIL FUELS
71) Petroleum formation: microscopic aquatic organisms in sediments converted by heat and pressure into a mixture of
hydrocarbons (animal remains)
72) Pros of petroleum: relatively cheap, easily transported, high-quality energy
73) Cons of petroleum: reserves depleted soon; pollution during drilling, transport & refining; burning makes CO2
74) Steps in coal formation: peat, lignite, bituminous, anthracite
PESTS
75) Major insecticide groups (and examples): chlorinated hydrocarbons (DDT); organophosphates (malathion);
carbamates (aldicarb)
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76) Pesticide pros: saves lives from insect-transmitted disease, increases food supply, increases profits for farmers
77) Pesticide cons: genetic resistance, ecosystem imbalance, pesticide treadmill, persistence, bioaccumulation, biological
magnification
78) Natural pest control: better agricultural practices, genetically resistant plants, natural enemies, biopesticides, sex
attractants
79) In natural ecosystems, methods which control 50-90% of pests: predators, diseases, parasites
POLLUTION, AIR
80) Particulate matter:
Source: burning fossil fuels and diesel exhaust
Effect: reduces visibility & respiratory irritation
Reduction: filtering, electrostatic precipitators, alternative energy)
81) Nitrogen Oxides (NOx):
Source: ~50% from transportation (exhaust), ~50% from industry
Effects: acidification of lakes, respiratory irritation, leads to photochemical smog & ozone formation
Equation for acid formation: NO + O2 -7 NO2 + H2O -7 HNO3
Reduction: selective catalytic reduction unit, more efficient combustion processes like FBC (fluidized bed
combustion), lower combustion temperatures, find alternatives to fossil fuels
82) Sulfur oxides (SOx):
Source: coal burning
Effects: acid deposition, respiratory irritation, damages plants
Equation for acid formation: SO2 + O2 = SO3 + H2O = H2SO4
Reduction: scrubbers, burn low sulfur fuel)
83) Carbon oxides (CO and CO2):
Source: auto exhaust, incomplete combustion
Effects: CO binds to hemoglobin, reducing blood’s ability to carry O2; CO2 contributes to global
warming
Reduction: catalytic converter, emissions testing, oxygenated fuel, mass transit, increase efficiencies, find
alternatives to fossil fuels
84) Ozone (O3):
Formation: secondary pollutant,
NO2 + uv -7 NO + O*
O* + O2 -7 O3, with VOCs (volatile organic
compounds) Effects: respiratory irritant, plant damage
Reduction: reduce NO and VOC emissions
Tropospheric ozone is BAD, stratospheric ozone is GOOD
85) Radon (Rn): naturally occurring colorless, odorless, radioactive gas, found in some types of soil and rock, can seep
into homes and buildings, formed from the decay of uranium (U), causes cancer and is a problem in the Reading Prong
area of PA. Radon decays to Polonium (Po), which is a solid. Po particles sit in lung tissue and are alpha (α) emitters.
This leads to lung cancer.
86) Photochemical smog: formed by chemical reactions involving sunlight (NO, VOC, O*); associated with
automobile traffic
87) Acid deposition: caused by sulfuric and nitric acids (H2SO4, HNO3), resulting in lowered pH of surface waters,
soil acidification and destruction of building materials
88) Greenhouse gases: Examples: H2O, CO2, O3, chlorofluorocarbons (CFCs), methane (CH4). Effect: they trap
outgoing infrared (IR, heat) energy, causing Earth to warm
89) Effects of global warming: rising sea level (thermal expansion), extreme weather, drought, famine, extinctions
90) Stratospheric ozone depletion: caused by ozone-depleting chemicals (ODCs) such as CFCs, methyl chloroform or
trichloromethane (CHCl3), carbon tetrachloride (CCl4), halon (haloalkanes), methyl bromide (CH3Br)— all of which
attack stratospheric ozone. The Cl or Br atoms “attack” the ozone molecules and cause the thinning of this layer.
Global Agreement to decrease ODC – Montreal Protocol (1987)
91) Effects of ozone depletion: increased UV light that results in skin cancer, cataracts, decreased plant growth
(inhibits photosynthesis, decline in Antarctic and Arctic phytoplankton population), impaired immune systems
92) Primary air pollutants: produced by humans & nature (CO,CO2,SOx,NOx, hydrocarbons, particulates)
93) Secondary Air Pollutants: produced as a result of reactions that primary air pollutants undergo (include
photochemical pollutants O3, PAN and NO2, and acids such as H2SO4 and HNO3)
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94) Sources of mercury: burning coal (25% of atmospheric deposition), compact fluorescent bulbs
95) Major source of sulfur: coal –burning power plants
POLLUTION, GENERAL
96) Point vs. non point sources: Point, from specific location such as a pipe. Non-point, from over an area such as runoff
POLLUTION, WATER
97) Chlorine: good= disinfection of water; bad = forms trihalomethanes when organics are present in the water; many
systems now use chloramines to treat waste water before it is discharged. Alternatives to chlorine disinfection – UV light
or ozone.
98) Fecal coliform/Enterococcus bacteria: indicator of sewage contamination ; found in the intestines of all warm
blooded mammals (coliform bacteria)
99) BOD: biological oxygen demand, amount of dissolved oxygen needed by aerobic decomposers to break down
organic materials in water
100) Eutrophication: may result in rapid algal growth caused by an excess of nitrates (NO3)- and phosphates (PO4)3in water
101) Hypoxia: when aquatic plants die, the BOD rises as aerobic decomposers break down the plants, the DO (dissolved
O2) drops & the water cannot support life; very low DO levels; dead zone in the Gulf of Mexico
102) Anoxic: no DO (dissolved O2) in the water
SOIL/GEOLOGY
Surface mining: cheaper and can remove more minerals; less hazardous to workers
Ore: a rock that contains a large enough concentration of a mineral making it profitable to mine
Humus: organic, dark material remaining after decomposition by microorganisms
Leaching: removal of dissolved materials from soil by water moving downwards
Illuviation: deposit of leached material in lower soil layers (B horizon)
Loam: perfect agricultural soil with optimal portions of sand, silt, clay (40%, 40%, 20%)
Soil Profile, horizons in order: O – A – E – B – C –R
Organic fertilizer: slow-acting & long-lasting because the organic remains need time to be decomposed
Salinization of soil: in arid regions, water evaporates leaving salts behind
Volcano and Earthquake occurrence: at plate boundaries (divergent= spreading, mid-ocean ridges) (convergent=
trenches) (transform= sliding, San Andreas)
113) Monoculture – cultivation of a single crop, usually in a large area
114) Food: wheat, rice and corn provide more than ½ of the calories in the food consumed by the world’s people
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TOXICOLOGY
115) LD50 (LD-50, LD50): the amount of a chemical that kills 50% of the animals in a test population within 14 days of the
initial dose
116) Threshold dose: the maximum dose that has no measurable effect on a given population
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118)
119)
120)
WATER
Percent water on earth by type: 97.5% seawater, 2.5% freshwater
Aquifer: any water-bearing layer in the ground; confined or artesian, unconfined or water table
Subsidence: land sinks as result of over pumping an aquifer
Cone of depression: lowering of the water table around a pumping well
121) Salt water intrusion: near the coast, over-pumping of groundwater causes saltwater to move into the aquifer
122) Ways to conserve water: agriculture = drip/trickle irrigation; industry = recycling; home = use gray water, repair leaks,
low flow fixtures. reclaimed water for agriculture and golf courses
WASTE, HAZARDOUS and effects
123) Hazardous Waste (as defined by RCRA) – Mutagen, Teratogen, Carcinogen: (in order) causes hereditary changes
through mutations; causes fetus deformities; causes cancer
124) Minamata Bay disease: (1932-1968, Japan) physical and mental impairments caused by methylmercury (CH3Hg)+
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poisoning
125) Love Canal, NY: (1950s) chemicals buried in old canal; homes built over it; caused birth defects & cancer
WASTE, SOLID
126) Main component of municipal solid waste (MSW): paper; most is landfilled
127) Sanitary landfill problems and solutions:
problem = leachate; solution = liner with collection system problem =
methane gas; solution = collect gas and burn problem = volume of
garbage; solution = compact and reduce
128) Incineration advantages: volume of waste reduced by 90%, and waste heat can be used
129) Incineration disadvantages: toxic emissions (polyvinyl chloride, dioxins), scrubbers and electrostatic precipitators
needed, ash disposal (contains heavy metals)
130) Best way to solve waste problem: reduce the amounts of waste at the source (source reduction)
WEATHER/CLIMATE
131) ENSO: El Niño Southern Oscillation, see-sawing of air pressure over the S. Pacific
132) During an El Niño year: trade winds weaken & warm water sloshed back to SA
133) During a non El Niño year: easterly trade winds and ocean currents pool warm water in the western Pacific, allowing
upwelling of nutrient rich water off the west coast of South America
134) Effects of El Niño: upwelling decreases disrupting food chains; N U.S. has mild winters, SW U.S. has increased
rainfall, less Atlantic hurricanes
135) Temperature Inversion – layer of dense, cool air trapped under a layer of warm dense air, pollution in trapped layer
may build to harmful levels; frequent in Los Angeles, California and Mexico City, Mexico
136) Forest Fires: Types – Surface, Crown, Ground (in order) usually burn only under growth and leaf litter on forest floor;
hot fires, may start on ground but eventually leap from treetop to treetop; go underground, may smolder for days or weeks,
difficult to detect and extinguish, i.e. peat bogs.
LEGISLATION: Note – original years of inception are included FYI
MINING
137) Surface Mining Control & Reclamation Act: (1977) requires coal strip mines to reclaim the land Madrid Protocol:
(1991) Suspension of mineral exploration (mining) for 50 years in Antarctica
138) Madrid Protocol: (1991) Moratorium on mineral exploration for 50 years in Antarctica
WATER
139) Safe Drinking Water Act: (SDWA, 1974) set maximum contaminant levels for pollutants in drinking water that may
have adverse effects on human health
140) Clean Water Act: (CWA, 1972) set maximum permissible amounts of water pollutants that can be discharged into
waterways; aims to make surface waters swimmable and fishable
141) Ocean Dumping Ban Act: (1988) bans ocean dumping of sewage sludge and industrial waste in the ocean
AIR
142) Clean Air Act: (CAA, 1970) set emission standards for cars and limits for release of air pollutants
143) Kyoto Protocol: (2005) controlling global warming by setting greenhouse gas emissions targets for developed
countries
144) Montreal Protocol: (1987) phase-out of ozone depleting substances
WASTE, SOLID AND HAZARDOUS
145) Resource Conservation & Recovery Act (RCRA): (1976) controls hazardous waste with a cradle-to-grave system
146) Comprehensive Environmental Response, Compensation & Liability Act (CERCLA): (1980) “Superfund,” designed to
identify and clean up abandoned hazardous waste dump sites
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147) Nuclear Waste Policy Act: (1982) U.S. government must develop a high level nuclear waste site (Yucca Mtn)
148) Food Quality Protection Act (FQPA, 1996): set pesticide limits in food, & all active and inactive ingredients must be
screened for estrogenic/endocrine effects
LIFE
149) Endangered Species Act: (1973) identifies threatened and endangered species in the U.S., and puts their protection
ahead of economic considerations
150) Convention on International Trade in Endangered Species (CITES): (1973) lists species that cannot be commercially
traded as live specimens or wildlife products
151) Magnuson-Stevens Act: (1976) Management of marine fisheries
152) Healthy Forest Initiative: (HFI, Healthy Forests Restoration Act of 2003) thin overstocked stands, clear away
vegetation and trees to create shaded fuel breaks, provide funding and guidance to reduce or eliminate hazardous fuels
in national forests, improve forest fire fighting, and research new methods to halt destructive insects
GENERAL
153) National Environmental Policy Act: (1969) Environmental Impact Statements must be done before any project
affecting federal lands can be started
154) Stockholm Convention on Persistent Organic Pollutants: (2004) Seeks to protect human health from the 12 most toxic
chemicals (includes 8 chlorinated hydrocarbon pesticides / DDT can be used for malaria control)
PART 4: Watch the movie Home. It is a wonderful & interesting introduction to this course as it touches on many of
the environmental topics we will cover in class. You can watch this movie on
YouTube. Make sure you are viewing the correct version. It is one hour and 33 minutes long! It is narrated by Glenn
Close. Go to
http://www.youtube.com/watch?v=jqxENMKaeCU If this does NOT work go to Google and type
in: video YouTube Home Glenn Close
As you watch the video you need to write down 25 interesting facts you learned throughout the entire video. NOT just
the first 30 minutes! In other words space out the facts. You should have one about every 3-4 minutes.
The other thing you need to do is write a FULL two page essay on your thoughts on the film. This should be double
spaced typed, with one inch margins on all sides, & you should use times new roman 12 point font. You should
include: How does the film make you feel? What surprised you?, What made you think?, What can you and all humans
do about the problems on Earth?, etc.
AGAIN THIS IS DUE THE FIRST DAY OF SCHOOL! IF NOT TURNED IN ON THAT DAY
=ZERO!
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PART 2: Current Events---In this class (APES) it is imperative that you know about current issues in the news. A goal
of mine in this course is to inform you about all of the environmental issues. This summer is a great opportunity to start
gathering some vital information. You will need to find 4 articles from one of the following sources ( New York Times
(Tuesdays are the best days!), Washington Post, Newsweek, Time Magazine, National Geographic, Discover Magazine,
Natural History Magazine, Scientific American, Science, Nature Local Newspaper, etc.) and follow the guidelines to
write a brief reaction to each one of these articles. These are due the first day of school. The articles should be long
enough for you to write a substantial summary and reaction. All bibliographic information should be visible on the
article itself! The articles must be from either 2015 or 2014. Each article should be on a different topic. The topics
may include anything that is environmental. Here are some of the choices:
(alternative energy (wind, solar, tidal, nuclear, etc.), air pollution, water pollution, CTS site in Asheville, climate
change, carbon dioxide, global warming, environmental legislation, fossil fuels, fracking, recycling/waste management,
conservation/wildlife, food production, overpopulation, deforestation, ozone, acid rain, invasive species, over-fishing,
mining problems, nature conservancy, etc.)
1. Each write-up to each article should be two pages typed and attached to the article.
2. The font should be Times New Roman and 12 point font.
3. The margins (left, right, top & bottom) should be one inch.
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4. The heading should only be one line. It should have your first and last name & the topic idea from the list above. There
should be only one line spacing between the heading and the write-up. There should not be any other extra spacing
between paragraphs. In other words –double space the entire write-up.
5. The format is as follows:
The write-up should be no shorter than one FULL page and no longer than two FULL pages. It should briefly include
the major issue(s) or key point(s) in the article. You should also include your thoughts about the issue, your concerns,
your opinion—do you agree or disagree, any questions you may have, any solutions you might have, anything you
found interesting, anything you learned, any effects that this issue has on humans—organisms—the environment—etc.
6. All 4 articles and their attached write-ups need to be put in a folder that has a title, an environmental picture, and your
name on it.
PART 3: Watch the movie Home. It is a wonderful & interesting introduction to this course as it touches on many of
the environmental topics we will cover in class. You can watch this movie on
YouTube. Make sure you are viewing the correct version. It is one hour and 33 minutes long! It is narrated by Glenn
Close. Go to
http://www.youtube.com/watch?v=jqxENMKaeCU If this does NOT work go to Google and type
in: video YouTube Home Glenn Close
As you watch the video you need to write down 25 interesting facts you learned throughout the entire video. NOT just
the first 30 minutes! In other words space out the facts. You should have one about every 3-4 minutes.
The other thing you need to do is write a FULL two page essay on your thoughts on the film. This should be double
spaced typed, with one inch margins on all sides, & you should use times new roman 12 point font. You should
include: How does the film make you feel?, What surprised you?, What made you think?, What can you and all humans
do about the problems on Earth?, etc.
AGAIN THIS IS DUE THE FIRST DAY OF SCHOOL! IF NOT TURNED IN ON THAT DAY
=ZERO!
PART 4: WAYS TO GO APES: FLASH CARD SECTION ON LEGISLATION & DISEASES
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Put these facts on index cards. All cards must be handwritten by your very own hand. The term or phrase
before the colon (:) goes on one side, and the definition/explanation goes on the other side. It would not hurt
to draw/sketch something to help you to remember!
LEGISLATION:
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Surface Mining Control & Reclamation Act: (1977) requires coal strip mines to reclaim the land
Madrid Protocol: (1991) Suspension of mineral exploration (mining) for 50 years in Antarctica
Safe Drinking Water Act: (SDWA, 1974) set maximum contaminant levels for pollutants in drinking water that may
have adverse effects on human health
Clean Water Act: (CWA, 1972): set maximum permissible amounts of water pollutants that can be discharged into
waterways; aims to make surface waters swimmable and fishable
Water Quality Act: attempts to reduce non-point source pollution
Ocean Dumping Ban Act: (1988): bans ocean dumping of sewage sludge and industrial waste in the ocean
Low Level Radioactive Policy Act: regulates the effectiveness of pesticides
Nuclear Waste Policy Act: US government must develop a high level nuclear waste site by 2015
Clean Air Act: (CAA, 1970) set emission standards for cars and limits for release of air pollutants
Kyoto Protocol: (2005) controlling global warming by setting greenhouse gas emissions targets for developed
countries
Montreal Protocol: (1987) phase-out of ozone depleting substances
Resource Conservation & Recovery Act (RCRA): (1976) controls hazardous waste with a cradle to grave system
Comprehensive Environmental Response, Compensation & Liability Act (CERCLA): (1980) ―Superfund, designed
to identify and clean up abandoned hazardous waste dump sites
Nuclear Waste Policy Act: (1982) U.S. government must develop a high level nuclear waste site (Yucca Mtn.)
Endangered Species Act: (1973) identifies threatened and endangered species in the U.S., and puts their protection
ahead of economic considerations
Convention on International Trade in Endangered Species (CITES): (1973) lists species that cannot be commercially
traded as live specimens or wildlife products
Magnuson-Stevens Act: (1976) Management of marine fisheries
Food Quality Protection Act: (1996) set pesticide limits in food, & all active and inactive ingredients must be
screened for estrogenic/endocrine effects
Migratory Bird Treaty Act: prohibits shooting non-game migratory birds
Wilderness Act: recognizes wilderness areas and strives to preserve them by keeping them road and development
Free
Delaney Clause: prohibits adding cancer causing agents to food
National Environmental Policy Act: (1969) Environmental Impact Statements must be done before any project
affecting federal lands can be started
Stockholm Convention on Persistent Organic Pollutants: (2004) Seeks to protect human health from the 12 most toxic
chemicals (includes 8 chlorinated hydrocarbon pesticides / DDT can be used for malaria control
Federal Insecticide, Fungicide, Rodenticide Act: FIFRA, regulates the effectiveness of pesticides
Food Quality Protection Act: set pesticide limits in all food and all active and inactive ingredients must be screened
for estrogenic/endocrine effects
Agenda 21: UN program to make development environmentally and socially sustainable in the 21 st century
London Dumping Convention (Law of the Sea): international agreement banning ocean dumping of plastics, oil and
industry waste
Healthy forest initiative: primary goal is to reduce the fire danger and return out forests and rangelands to a healthier
state; done by clearing underbrush and setting controlled burns.
US Climate Bill: reduce gases linked to global warming; to force sources to power to shift away form fossil fuels,
which when burned, release heat-trapping gases, and toward cleaner sources of energy such as wind, solar and
geothermal
Lacey Act: protects both plants and wildlife by creating civil and criminal penalties for a wide array of violations;
prohibits trade in wildlife, fish, plants that have been illegally taken, possesses, transported or sold.
OSHA: primary federal law which governs occupational health and safety in the private sector and federal
government in the US
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32.
Rio Earth Summit: UN Conference on Environment and Development (UNCED), Rio de Janeiro, June 1992. Nothing
less than a transformation of our attitudes and behavior would bring about the necessary changes
Diseases you need to know:
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Carcinogens: is any substance, radionuclide, or radiation that is an agent directly involved in causing cancer.
Herbicides: commonly known as a weedkiller, is a type of pesticide used to kill unwanted plants.
Mercury: harmful if swallowed, causes burning in throat, diarrhea, vomiting, numbness, uncontrollable shaking,
blindness, memory problems, seizures and even death.
Pesticides: The health effects of pesticides depend on the type of pesticide. Some, such as the organophosphates and
carbonates, affect the nervous system. Others may irritate the skin or eyes. Some pesticides may be carcinogens. Others
may affect the hormone or endocrine system in the body.
Pollution: Adverse air quality can kill many organisms including humans. Ozone pollution can cause respiratory
disease, cardiovascular disease, throat inflammation, chest pain, and congestion. Water pollution causes approximately
14,000 deaths per day, mostly due to contamination of drinking water by untreated sewage in developing countries.
Radiation: Radiation sickness is also called acute radiation sickness, acute radiation syndrome or radiation poisoning.
Common exposures to low-dose radiation, such as X-ray or CT examinations, do not cause radiation sickness. Although
radiation sickness is serious and often fatal, it's rare.
Asthma: a condition in which breathing is difficult, affects millions of Americans. Environmental triggers for asthma
are everywhere and include naturally occurring triggers such as animal dander, plant pollen, dust, and mold, and
manmade triggers such as chemicals. Not everyone is sensitive to these triggers, but many people are sensitive to some
of them.
Black lung disease: is an illness in which coal miners' lungs become coated with coal dust, causing a chronic
condition in which breathing becomes difficult and painful.
Bronchitis: an inflammation of the airways of the lungs, can be caused by breathing in certain chemicals or smoke.
Welders and fire fighters are some of the people at risk for this condition. Smokers are also at increased risk for the
development of bronchitis and lung cancer.
Breathing asbestos (a natural mineral fiber): can lead to asbestosis, a severe lung disorder, and lung cancer. Schools,
homes, and businesses that have asbestos in them as a fire retardant put people at risk when the asbestos dust begins to
leak into the air during repairs and renovations. These buildings used asbestos in the walls and ceilings as insulation
before laws were passed to ban their use.
Silicosis: is a lung disease caused by exposure to the silica dust in clay. Pottery workers are at risk of developing this
disease.
Sick Building Syndrome: Sick Building Syndrome describes an elusive health problem in which people attribute a
variety of symptoms to the buildings where they work. Common complaints include headaches, dizziness, nausea,
tiredness, concentration problems, sensitivity to odors, dry itchy skin, a dry cough, and irritated eyes, nose, and throat.
Malaria: is a mosquito-borne infectious disease of humans caused by eukaryotic protists of the genus Plasmodium.
Chagas disease: Caused by parasites, typically contracted by American’s visiting Mexico. The acute phase lasts for
the first few weeks or months of infection. It usually occurs unnoticed because it is symptom free or exhibits only mild
symptoms that are not unique to Chagas disease. These can include fever, fatigue, body aches, headache, rash, loss of
appetite, diarrhea, and vomiting.
Lyme disease: Lyme disease is the most common tick-borne disease in the Northern Hemisphere. Borrelia is
transmitted to humans by the bite of infected ticks belonging to a few species of the genus Ixodes ("hard ticks"). Early
symptoms may include fever, headache, fatigue, depression, and a characteristic circular skin rash called erythema
migrans.
African Sleeping sickness: caused by a parasite, fever, headaches, joint pains, and itching. Invasion of the circulatory
and lymphatic system by the parasites is associated with severe swelling of lymph nodes, often to tremendous sizes
AIDS: a disease of the human immune system caused by the human immunodeficiency virus (HIV). This condition
progressively reduces the effectiveness of the immune system and leaves individuals susceptible to opportunistic
infections and tumors.
Hepatitis: is a medical condition defined by the inflammation of the liver and characterized by the presence
of inflammatory cells in the tissue of the organ.
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West Nile: WNV produces three different outcomes in humans. The first is an asymptomatic infection; the second is
a mild febrile syndrome termed West Nile Fever; the third is a neuroinvasive disease termed West
Nile meningitis or encephalitis.
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SARS : Initial symptoms are flu-like and may
include: fever, myalgia, lethargy, gastrointestinal symptoms, cough, sore throat and other non-specific symptoms. The
only symptom that is common to all patients appears to be a fever above 38 °C (100.4 °F). Shortness of breath may occur
later.
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Coliform bacteria: are a commonly-used bacterial indicator of sanitary quality of foods and water. While coliforms
are themselves not normally causes of serious illness, they are easy to culture and their presence is used to indicate that
other pathogenic organisms of fecal origin may be present. Fecal pathogens include bacteria, viruses, or protozoa and
many multi-cellular parasites.
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Seniroitis/APESitis: Not enough time or energy to finish all of this. Sorry dudes & dudettes ----NO EXCUSES & NO
PROCRASTINAION PLEASE!
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PART 2: “ Silent Spring” Reading Assignment—You will need to read and answer the following questions
on Rachel Carson’s 1962 influential book on pesticides and their impact on the environment and ultimately on
humans. You will have to find a copy on your own (library, bookstore (used or new), amazon.com, etc.).
You will turn in the handwritten answers to the questions on the first day of school. If it is not turned in on
the first day of school it will be a zero. You have to handwrite the answer to the following questions. Please
use blue or black ink and write so I can read it easily! You will also be tested on questions that pertain to the
book on the first week of school.
Chapter 1:
Pick out two phrases that you think are good at describing the town in the fable.
What do you think the author wants the reader to get out of this first chapter?
Pick out two phrases from this chapter that describe how the land is dying.
Is this story believable? Explain why or why not!
Chapter 2:
5. According to the author, how are humans unique?
6. Why is she so concerned about the accelerated pace of altering the environment?
7. Pick out two examples that Carson provides that describe this acceleration.
8. What term does the author use to describe the effects of the new pesticides?
9. What does she state as the central problems of our age?
10. What is the irony of the introduction of new pesticides goal to increase agricultural production?
Chapter 3:
11. Pick out four pesticides that she describes and tell what each is used for.
12. What are the two main types of synthetic pesticides? What is common to both?
13. Why did people first think DDT was such a great invention? Why did people think DDT was safe?
14. What does bioconcentrate mean? What are systemics?
15. What was the purpose of organophosphates that were produced in the 1930’s?
Chapter 4:
16. Explain some examples of how insecticides can enter our water. What happened in Clear Lake?
Chapter5:
17. How can pesticides affect our soil? What problem affected peanuts and baby food?
Chapter 6:
18. Explain what happened to the sage plants out west and to the decline of Bridger Forest.
Chapter 7:
19. What are the advantages of biological control of the Japanese Beetles?
Chapter 8:
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20. Describe the connection between the fall of the Elm Tree and the reduction of birds.
Chapter 9:
Explain what the author says are the short and the long term effects of DDT on salmon.
Explain how Carson tells the reader how the pesticides get into the rivers.
Chapter 10:
What does the author see as the basic lesson to be learned from the two campaigns involving the use of
airplanes to distribute the pesticides?
How did the gypsy moth come to the United States? How did the moth spread?
How did the government first respond to the infestation?
How successful was the moth eradication program?
Chapter 11:
What kind of products are sold to the public consumers?
How are these products advertised and what kind of warnings are on the labels?
What happened to the doctor who used malathion and DDT on his garden?
What evidence does the author provide to prove her claim that DDT and other pesticides are being ingested by
humans when they eat food everyday?
What hazards are the pesticides presenting?
Does the author feel that the government established tolerances to protect the food supply?
What other solutions does Carson suggest?
Chapter 12:
What does the author think is the most important health hazards in modern society?
How do synthetic pesticides affect the liver and the nervous system?
Chapter 13:
How does the author think the pesticides affect cell function?
What is the molecule responsible for storing energy in cells? What are some ways that pesticides interrupt
this function?
What are some of the effects of disrupting energy storage in organisms?
Chapter 14:
What is the first carcinogen Carson discusses in this chapter?
What evidence does she present for the increase in cancer rates? Is it convincing? What happened to the new
synthetic pesticide against ticks?
What happened during the “Cranberry scare” ? How have the leukemia rates changed in the 1950’s?
Chapter 15:
What is the author’s opinion of the balance of nature?
What two critical things have been ignored in modern pest control programs?
What happens when “friendly” insects are killed by pesticides? What examples does she provide?
Chapter 16:
45. What is the “Age of Resistance”? How have agriculturists responded to the problem?
46. How quickly did insects develop resistance to new pesticides developed after W.W. II?
47. What are some of the resistant species? Why do new pesticides accelerate this process?
Chapter 17:
According to Carson, what are the two major pest management options? What are the alternatives to
intensive pesticide use? What is the general term for these alternatives and what do they have in common?
Explain how the screwworm control program in Florida succeeded.
What other types of control systems that rely on biological properties of insects does the author (Rachel
Carson) discuss?
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