Download - Catalyst

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(4 points) Your name: _____________________________
Final – ENVIR 100 Fall 2009 (100 points total)
You have 110 minutes to take this exam. Be sure to look at the point values and allocate
your time accordingly, ask questions if necessary, and make sure your answers are clearly
legible. Good luck!
For grading purposes:
Page 1 (this page,
out of 4):
Page 2 (JC, out of 16):
Page 3 (JC, out of 15):
Page 4 (JC, out of 19):
Page 5 (YB, out of 16):
Page 6 (GJ, out of 14):
Page 7 (GJ, out of 16):
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1) (4 points) In the left-hand space below, draw a curve that represents linear growth. In
the right-hand space below, draw a curve that represents exponential growth.i
2) (6 points total, 3 point each) Biodiversity is relevant at three different levels.
a. From smallest to largest, list these three levels.
b. From smallest to largest, give one example for each type.ii
3) (6 points total) Draw a partial diagram of the carbon cycle; label the atmosphere plus
two other pools, and label photosynthesis plus two other fluxes. (Make sure the fluxes
include arrows. For half credit you can draw the nitrogen or water cycle.)iii
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4) (15 points total) These questions are about local air pollutants.iv
a. (3 points) Give one example of a local air pollutant that is subject to NAAQS and
list one impact it has on human health or the environment.
b. (3 points) What has been the general trend of emissions levels for these pollutants
over the last few decades in the U.S.? Circle one: Emissions have ( gone up /
gone down / been about the same ) and list one major reason why.
c. (3 points) What has been the general trend of required attainment levels for
NAAQS pollutants over the last few decades? Circle one: Attainment levels have
( gotten stricter / gotten looser / been about the same ) and list one major
reason why.
d. (3 points) According to Sheryl Magzamen, what is the source of 90% of the air
pollution deaths in the developing world?v
e.
(3 points) What is black carbon and why is it “short-lived”?vi
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5) (19 points total) Consider the IPAT equation I = P ∙ A ∙ T.
a. (5 points) In the context of global climate change, I = World carbon
emissions. Provide definitions for P, A, and T. (Your answers for A and T
should be specific to global climate change, but for partial credit you can
give general definitions. If you don’t know the answer to some or all of these
initial questions, you can ask us and we’ll give you the answers—for zero
points—so that you can answer the remaining questions.)

(1 point) P

(2 points) A

(2 points) T
b. (2 points) Which of these are projected to increase over the course of the 21st
century under “business as usual”? Circle one or more: I P A T
c. (2 points) Which (if any) of these are projected to decrease over the course of
the 21st century under “business as usual”? Circle none, one or more than
one: I P A T
d. (2 points) Which one of these is projected to increase the fastest over the
course of the 21st century? Circle just one: I P A T
e. (2 points) For which of these is it easiest to argue that increases over the
course of the 21st century are a very good thing? Circle just one: I P A T
f. (2 points) Which one of these are many developed countries pledging to
reduce in Copenhagen? (For example, which of these is the specific focus of
the Waxman-Markey “cap-and-trade” bill?) Circle just one: I P A T
g. (2 points) Which one of these are developing countries pledging to reduce in
Copenhagen? Circle just one: I P A T
h.
(2 points) In approximate terms (i.e., within 15%), what is the current value
of P and what is the “best guess” estimate for P in the year 2100?vii
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6) (6 points total, 2 points each) These questions are about oil.
a. About how many years will it take to run out of currently identified oil
reserves if current consumption rates continue? Circle the best answer:
10 50 100 250
b. Despite increasing consumption, the ratio of oil reserves to current
consumption (the approximate number of years you identified in the
previous problem) is about the same as it was in 1980. Explain how this
is possible. (Hint: Think about reserves versus resources.)
c. The fact that we have not run out of oil is an example of which class
metaphor?viii
7) (4 points total, 2 points each) These questions are about seagrass meadows.
a. What did Aaron Wirsing identify as a key part of the explanation for why
seagrass meadows in the Caribbean are suffering?
b. The demise of seagrass meadows in the Caribbean is an example of
which class metaphor?ix
8) (6 points total, 2 points each) These questions are about economic instruments.
a. What is Lesson #1 about carbon taxes and cap-and-trade?
b. What is Yoram’s main concern about the Waxman-Markey bill?
c. Tom’s response to this concern was about the importance of having a
“dial”; explain this further.x
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9) (4 points total) Below is a bell-curve graph from David Battisti’s lecture, showing the
distribution in summer temperatures in France between 1900 and 2007; clearly visible
(and also marked with an arrow) is the summer heat wave of 2003.
a. (2 points) “The scientific consensus is that the 2003 heat wave was
caused by anthropogenic climate change.” Circle one ( True False )
b. (2 points) If you said True, draw on the graph below another bell curve
that illustrates what the projected distribution in summer temperature in
France is likely to be in 2100 under the business-as-usual scenario. If you
said False, use the space to the right of the graph below to write a better
sentence that accurately describes the scientific consensus about anthropogenic climate change and heat waves like the one in France in 2003.xi
10) (2 points) The Ehrlich and Pringle article argues that ecotourism is different than
most other ecosystem services. Why?xii
11) (8 points) Give one example of each of the following types of ecosystem services.
(Hint: Ecotourism can be one of your examples :)xiii
Provisioning services
Cultural services
Supporting services
Regulating services
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12) (3 points) Give an example (related to climate change or to some other environmental
phenomenon) of a positive feedback loop.xiv
13) (3 points) Explain the concept “umbrella species” using the wolf or the killer whale
(both discussed on the Endangered Species poster) as an example.xv
14) (3 points) Explain the ecological concept “condition dependent trade-off between
food and safety” using the sea turtle as an example.xvi
15) (3 points) Choose another concept relevant to class for which the sea otter is a good
example, and explain. Do not use “umbrella species” or the other phrases above.xvii
16) (4 points total) Using examples from class (lectures, readings, and/or posters,
especially the Water Scarcity poster), give one positive aspect of dams and one
negative aspect of dams. For partial credit you can give non-class examples.xviii
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i
Two points each, all-or-nothing except extraordinary circumstances.
Genetic diversity, such as different colors of toucans within the same species; species
diversity, such as different species of birds in the same forest; and ecosystem diversity,
such as rain forests, coral reefs, deserts, etc. on the planet.
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One point for each pool and one point for each flux.
iv
3 points for CO, lead (Pb), SOx, NOx, VOCs, ozone, or PM (CO2 is not a local air
pollutant) and appropriate health or environmental impact. Then 1 point for levels having
gone down and 2 points for catalytic converters, scrubbers, or improved emission control
technologies, tight Clean Air Act regulations, etc. Then 1 point for attainment levels
getting more strict and 2 points for something like scientists discovering additional health
impacts on vulnerable populations.
v
Indoor air pollution, primarily from open cooking fires indoors.
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Black carbon is particulate air pollution caused by incomplete combustion; it’s “what
makes sooty smoke blackish or brownish.” It’s short-lived because it gets washed out of
the atmosphere by rain in a matter of days or weeks.
vii
Carbon emissions (or GHG emissions), Population (1 point, all or nothing), GDP per
capita (1 point for general answer of Affluence or Activity), and emissions per unit GDP
(1 point for general answer of Technology); IPA (1 point for partial answer); T; A; A; I;
T (these are all all-or-none); 6.8 billion now, rising to 9-10 billion (partial credit as
appropriate).
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(a) About 40 years. (b) Oil reserves measure the amount of oil in the world that can be
profitably extracted at current prices using current technology, so changes in price and
technology and new discoveries have increased reserves at the same time that
consumption has decreased reserves. (c) The invisible hand.
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(a) Lack of tiger sharks in the Caribbean means unchecked consumption of seagrass by
turtles. (b) The tragedy of the commons: each turtle as an individual benefits from lots of
reproduction and consumption, but all together it leads to the demise of the seagrass.
x
(a) They’re very similar. (b) The cap is too weak. (c) Once a policy is in place it can be
adjusted (e.g., “dialed up or down”) as circumstances change.
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The correct answer is No because science cannot draw a causal connection between
anthropogenic climate change and any one event like the 2003 heat wave in France. (It is
also wrong to say that climate change “caused” Hurricane Katrina.) A correct statement is
that anthropogenic climate change makes it more likely that we will have events like the
2003 heat wave in France.
xii
Ecotourism is easy to charge people money for; it’s hard to charge people for (say) the
nutrient-cycling services provided by ecosystems.
xiii
2 points each. Provisioning services including providing goods like food and fuel;
cultural services include recreation and religion; supporting services include primary
production, soil formation, and nutrient cycling; and regulating services include flood
control and climate regulation.
xiv
Mountain pine beetle or albedo feedback. Minus 1 for minor mistake, minus 2 for
major mistake, minus 3 for some intelligent thought.
xv
These umbrella species are at the top of the food web, so the health of these species
reflects the health of the entire ecosystem. In order to protect wolves, for example, you
need to pay attention to their prey (deer, etc.) plus the plants that the deer consume, etc.
ii
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Even simpler: these umbrella species, such as wolves and grizzly bears, cover a
tremendous amount of territory or habitat. If you protect the territory or habitat, you
capture lots of other species and habitats. Saving one saves many.
xvi
When the sea turtles are healthy they avoid the richest seagrass beds and instead stay
at the edges where it’s safer; when they’re less healthy they risk it by heading into the
rich seagrass beds where they’re more vulnerable to predation.
xvii
Keystone species is one option. Keystone species is a species whose ecosystem role is
disproportionate to its number. Sea otters are a keystone species because they are
relatively small in number but have a profound effect on the ecosystem: when sea otters
were killed sea urchin populations exploded and the sea urchins destroyed the kelp
forests that provided habitat for fish, etc.
xviii
For both of these, give 2 points for a good example from class and 1 point for an
example not from class. Positive aspects include power generation and irrigation water.
Negative aspects include changes in water temperature or nutrient cycling that affect
ecosystems, international conflict over water impounded behind dams, and increased
salinity and pollution in some downstream waters.