MIDTERM STUDY GUIDE Assessing Your Learning Questions

Lesson 1 - The Nature of Science, Sustaina i!it", Ethics, an# Econo$ics

1% Su$$ari&e the 'The Trage#" of the (o$$ons' an# e)*!ain ho+ the conce*t $ight a**!" to an unregu!ate# *estici#e $anufacturing factor" that $o,es into "our neigh orhoo#% Re!ates to o,er fishing-o,er use of resources in an en,iron$ent- -!ant +ou!# a !e to e)*an# +ithout regu!ation or regar# to *o*u!ations hea!th% e

.% Su$$ari&e the ste*s of the scientific $etho#% Descri e an e)*eri$ent of "our choice, +hich #e$onstrates the asic consi#erations that $ust e ta/en in the #esign of a goo#, $ani*u!ati,e e)*eri$ent% No+ that "ou /no+ so$e #etai!s of ho+ scientists so!,e *ro !e$s, ho+ $ight "ou a**!" that /no+!e#ge to "our #ai!" !ife0 1 ser,ations, Questions, 2"*othesis, -re#ictions, Test an# Resu!ts- Scientific -a*er, -eer Re,ie+, -a*er Acce*te# or re3ecte#, -u !ishe# in a 3ourna!, further researche# an# starts scientific $etho# o,er again% 4% E)*!ain the #ifference et+een a $ani*u!ati,e scientific stu#" an# a natura! e)*eri$ent% Gi,e an e)a$*!e of each an# te!! +hat fina! ste* $ust occur efore a researcher5s resu!ts are *u !ishe#0 6h" is this *rocess i$*ortant0 Mani*u!ati,e Scientific $etho# is #one in a contro!!e# en,iron$ent, Natura! e)*eri$ents are #one outsi#e using the en,iron$ent as its !a % -eer re,ie+ is re7uire# efore *a*er is *u !ishe#% 8% Descri e three $a3or en,iron$enta! *ro !e$s in the +or!# to#a"% 9or each, e)*!ain the cause an# *otentia! conse7uences en,iron$enta!!", econo$ica!!", an# socia!!"% :% Descri e the #ifference et+een anthro*ocentris$, iocentris$, an# ecocentris$% Te!! +hich of these *ositions "our ,ie+s of the en,iron$ent $ost c!ose!" a**ro)i$ate% 6h"0 Anthro*ocentris$ !oo/s out on!" for the enefit of hu$an eings as the" are the $ost significant s*ecies on the *!anet% ;iocentris$ !oo/s at a!! !i,ing an# non !i,ing factors it is a *o!itica! stance +hich *uts a ,a!ue on non- hu$an !ife% Ecocentris$ !oo/s at the ecos"ste$ at a +ho!e rather than in#i,i#ua! *!ants an# ani$a!s% <% En,iron$enta! 3ustice is an internationa! issue% E)*!ain the asis of en,iron$enta! 3ustice concerns as +e!! as the ecofe$inis$ *osition% 6hat

ine7uities re!e,ant to en,iron$enta! 3ustice concerns e)ist in "our cit", state, or countr"0

The United States Environmental Protection Agency defines environmental justice as "the fair treatment and meaningful involvement of all people regardless of race, color, sex, national origin, or income with respect to the development, implementation and enforcement of environmental laws, regulations, and policies." !"
=% Na$e an# #escri e at !east four /e" contri utions the en,iron$ent $a/es to the econo$"% Gi,e at !east one #etai!e# e)a$*!e of each%

.% >% Na$e an# #escri e at !east fi,e goo#s an# ser,ices foun# in a nationa! *ar/, $onu$ent, or recreation area that ha,e non-$ar/et ,a!ue% 2o+ +ou!# "ou a**!" a $onetar" esti$ate to these ,a!ues +hen $a/ing an en,iron$enta! #ecision0

#. Solar power $. %ind power &wind mills' !. (am tur)ine power *. +ecreational par,s li,e -ellowstone national par,.

The contingent valuation method (CVM) is used to estimate economic values for all kinds of ecosystem and environmental services. A remote site on public land provides important habitat for several species of wildlife. The management agency in charge of the area must decide whether to issue a lease for mining at the site. Thus they must weigh the value of the mining lease against the wildlife habitat benefits that may be lost if the site is developed. !ecause the area is remote few people actually visit it or view the animals that rely on it for habitat. Therefore non"use values are the largest component of the value for preserving the site. How Do We Use the Results? #rom the analysis the researchers can estimate the average value for an individual or household in the sample and e$trapolate this to the relevant population in order to calculate the total benefits from the site. #or e$ample if they find that the mean willingness to pay is %.&' per capita the total benefits to all citi(ens would be %)* million.

II%

En,iron$enta! -o!ic", Energ", an# Life

1% Na$e at !east three institutions i$*ortant to U%S% en,iron$enta! *o!ic" an# na$e at !east three $a3or U%S% en,iron$enta! !a+s% Discuss the *o!ic" that each !a+ regu!ates% E-A USDA Nationa! 9orest Ser,ice

.% E)*!ain the ste*s in setting en,iron$enta! *o!ic" an# #escri e the ro!e of science in *o!ic"$a/ing% 4% Descri e the $ain thesis *resente# in 2ar#in5s 'The Trage#" of the (o$$ons%' As an e)a$*!e, use the *ossi i!it" of a coa!-fire# *o+er *!ant eing set u* near "our co$$unit"% Resource #e*!etion an# *re,enting the har$ to the ecos"ste$ an# it inha itants% 8% Na$e an# #iscuss four +a"s in +hich +ater faci!itates !ife% :% State the first an# secon# !a+s of ther$o#"na$ics an# te!! ho+ the" affect interactions +ith the en,iron$ent% 1st !a+- The first law is that of "conservation of matter and energy," which states that matter and energy cannot )e created or destroyed. .atter and energy can )e transformed, and energy can )e converted from one form into another, )ut the total of the e/uivalent amounts of )oth must always remain constant. 0ight can )e changed into heat, ,inetic energy, and1or potential energy. %henever energy is converted from one form into another, some of it is given off as heat, which is the most random form of energy. 2ndeed, the only energy conversion that is #33 percent efficient is conversion to heat, or )urning. Ali/uots of dried organisms can )e )urned in ")om) calorimeters" to determine how much energy is stored in their tissues. Energy can )e measured in a variety of different units such as ergs and 4oules, )ut heat energy or calories is the common denominator. .n# !a+- +,eat generally cannot flow spontaneously from a material at lower temperature to a

material at higher temperature.+

<% (o$*are an# contrast three co$*eting h"*otheses for the origin of !ife% 2eterotro*hic 2"*othesis- Life for$e# fro$ si$*!e a$ino aci#s into se!f re*!icating co$*!e) organic co$*oun#s -ans*er$ia 2"*othesis- Meteorites rought !ife an# organic $ateria! to earth%

(he$oautotro*hic 2"*othesis- Life on earth originate# fro$ a un#ant Su!fur in the #ee* sea% =% Descri e the i$*ortance of the fossi! recor# an# na$e at !east t+o s*ecific things scientists ha,e !earne# fro$ that fossi! recor#%

9ossi!s ha,e sho+n scientists ho+ so$e s*ecies ha,e e,o!,e# o,er $i!!ions of "ears% 9ossi!s a!so gi,e use #ata on +or!# e,ents that ha,e ha**ene# in the *ast an# gi,e us so$e ti$e fra$e of +hen these t"*es of e,ents ha**ene#% 1ne e)a$*!e +ou!# e the !ast ice age%

III%

E,o!ution, ;io#i,ersit", an# Eco!og"

1% E)*!ain the Theor" of E,o!ution " !isting an# #escri ing the $ain features of that theor"% S*ecifica!!" #escri e ho+ natura! se!ection is the $echanis$ te!!ing ho+ e,o!ution occurs%

(hange o,er ti$e% Genetic change in *o*u!ations of organis$s% Natura! se!ection is the traits that organis$s ha,e or gain that enhance the chance of suri,a through re*ro#uction, or *h"sica! a#a*tations *asse# on faster than other s*ecies% .% ;" #efinition an# e)a$*!e, #istinguish co$$unit", an# an ecos"ste$% et+een a s*ecies, a *o*u!ation, a

A s*ecies is a s*ecific t"*e of organis$% A *o*u!ation is a grou* of a s*ecific organis$ in an area% A co$$unit" is a grou* of #ifferent *o*u!ations !i,ing together in an area% An ecos"ste$ is a grou* of *o*u!ations !i,ing in a s*ecific area an# ho+ the" interact +ith their en,iron$ent% 4% List an# #escri e at !east four characteristics of a *o*u!ation% Descri e ho+ each is i$*ortant in sha*ing *o*u!ation #"na$ics% -o*u!ation of in#i,i#ua!s of a *articu!ar s*ecies !i,ing in the sa$e area% Si&e, Age, ;irth an# #eath rate, #ensit" 8% Distinguish et+een a gra*h that +ou!# sho+ an e)*onentia! gro+th cur,e an# one that +ou!# sho+ a !ogistic gro+th cur,e% 6hat /in# of e,ents can ha**en +hich +ou!# turn an e)*onentia! cur,e into a !ogistic one0 Gro+s e)*onentia!!"- sa,ings account Logistic gro+th cur,e- gro+s ra*i#!" ca*acit"% ut sto*s #ue to !i$iting factors or carr"ing

:% Distinguish et+een an r-se!ecte# s*ecies an# a ?-se!ecte# s*ecies% Gi,e at !east one e)a$*!e of each%

<% Discuss the ,a!ue of ecotouris$ in conser,ing ha itat% 6hat are so$e of the *itfa!!s that unregu!ate# ecotouris$ *oses0

I% @% S*ecies, (o$$unities, an# -o*u!ation Eco!og"

1% E)*!ain the #ifference et+een a foo# chain an# a foo# +e % 6h" #o io!ogists *refer the ter$ foo# +e to the ter$ foo# chain +hen #escri ing eating-eaten re!ationshi*s0 .% 6hat eco!ogica! traits #o successfu! in,asi,e s*ecies *ossess0 2o+ #o these traits interact to $a/e contro!!ing the$ #ifficu!t0 Use a s*ecific e)a$*!e in "our #iscussion% 4% List three $a3or tro*hic !e,e!s in a foo# +e % 6hat t"*es of organis$s are foun# in each !e,e!0 6here are the autotro*hs an# heterotro*hs foun#0 Discuss the significance of each !e,e! for the integra! functioning of the foo# +e % 4% Gi,e a rief o,er,ie+ of the car on c"c!e% Inc!u#e the source of

car on that enters ecos"ste$s, ho+ it $o,es through ecos"ste$s, +hat it is use# for, an# +here it is u!ti$ate!" #e*osite#% 6hat *art of this c"c!e is e!ie,e# to contri ute to g!o a! +ar$ing0 (ar on #io)i#e is in the at$os*here% -!ants use (ar on Dio)i#e an# sun!ight to $a/e their o+n foo#% The *!ant then #ies an# can turn to car on !i/e coa! an# oi!% Ani$a!s reathe o)"gen an# return (ar on Dio)i#e to the en,iron$ent% 2u$ans a!so urn fossi! fue!s an# return car on #io)i#e to the at$os*here this +a"% :% 2u$an acti,it" has affecte# e,er" as*ect of the nitrogen c"c!e% List the +a"s that hu$ans ha,e a!tere# nitrogen content starting +ith ho+ nitrogen eco$es a,ai!a !e to *ro#ucers, +here it goes, an# +hat i$*acts it has% 6hat are the concerns for the future0 <% 2u$an acti,it" has affecte# e,er" as*ect of the +ater c"c!e% List four +a"s that hu$ans ha,e a!tere# the +ater c"c!e% 6hat are the $a3or concerns for the future0

@% 2u$an -o*u!ations
1% 6h" #i# (hina institute a *o*u!ation contro! *o!ic"0 2o+ is it enforce#0 6h" is it contro,ersia!0 .% E)*!ain hu$an *o*u!ation gro+th in ter$s of carr"ing ca*acit"% 2o+ #oes this #iffer fro$ organis$s that e)ist in natura! ecos"ste$s0 E)*!ain ho+ *o*u!ation gro+th for hu$an *o*u!ations is a *ro !e$% 4% 6hat three-factor $o#e! is use# for re*resenting the i$*act on the en,iron$ent0 6hat is a fourth factor that cou!# e a##e# to this0 Gi,e a si$*!e e)*!anation for each factor an# #escri e +hat it $eans in ter$s of hu$an i$*acts on the en,iron$ent%

Answer5 Total impact &2' results from the interaction among population &P', affluence 66 %ealth &A', and technology &T' with a sensitivity of the environment &S' figured in also.

8% E)*!ain the s*ecific *o*u!ation characteristics #e$ogra*hers stu#"% 6h" is it i$*ortant to stu#" these *articu!ar characteristics0

A demographer studies population characteristics such as a population-s birth and death rates ratio of se$ si(e density immigration or emigration age structure and distribution. Right. The information that is studied by demographers is important for many different reasons and for many different groups. .ne group this information would be important to a federal state or local government. This information can help them determine things such as funds needed for specific programs needed by children unemployed citi(ens elderly citi(ens and any other citi(ens in need. The information can also be used to predict population growth trends or changes in social environments. Comments:

As in the first essay, this is a very basic answer. t a!!ears to be unfinishe" as it en"s abru!tly. #he list of !o!ulation characteristics is accurate but e$am!les are re%uire" concerning the use of the information. &ne area which nee"s further e$!loration is the social !roblems cause" by large !o!ulations of one !articular age. Consi"er the large 'an" growing ra!i"ly( number of !eo!le over )*. Why woul" this !o!ulation be of !articular interest to me"ical !ersonnel as well as to local governments? nee" to +now that you un"erstan" the uses to which this information might be !ut an" cannot "etermine that from what you have written. #he only way have to ascertain the "e!th of your +nowle"ge an" un"erstan"ing is through your writing so it is essential that your essays are "etaile" with many accurate e$am!les. #he a!!lication was omitte". A !ossible a!!lication might be: you are aware that the !o!ulation of younger wor+ers is "ecreasing an" so will not be available to fun" social welfare !rograms. As a result, you will increase your savings for retirement because the safety nets of ,ocial ,ecurity an" -e"icare may not be there in the future. #his is only one a!!lication that you might !resent. am sure that you can thin+ of many others. ,houl" you have %uestions regar"ing my comments, !lease as+ .:% 6hat socia! cha!!enges are *ose# " a *"ra$i#-sha*e# ,ersus an in,erte# *"ra$i#-sha*e# age structure #iagra$0

/rowing populations have a pyramid shaped age structure diagram. /rowing populations face problems associated with depletion of resources such as fertile agricultural and gra(ing land clean water and raw material and energy stores. They face the threat of war as people fight over limited resources. /rowing populations also face issues of dealing with increased pollution and waste. An inverted pyramid0shaped age structure diagram reflects an aging population. Aging populations face the challenges of caring for their elderly. 1ocial programs such as health care and 1ocial 1ecurity may become stressed to the limit as there are fewer young workers to support those who are beyond their most productive years. 2conomic growth may be compromised and there might be a weaker military.

@I% Agricu!ture, ;iotechno!og", an# 9oo#

1% Descri e three *ractices use# " far$ers to *rotect their soi!s% 6h" are these *ractices $ore sustaina !e than a!ternati,es use# " in#ustria! agricu!ture0 (ro* Rotation- -!anting #ifferent cro*s in off season or annua!!" (ontour far$ing- 9urro+s on the hi!! si#e to re#uce erosion an# Terracing- Ste*s in a ste* hi!!si#e +here *!anting is #one an# retains +ater .% Discuss the argu$ents for an# against genetica!!" $o#ifie# cro*s% Discuss oth the scientific, ethica!, an# *o!itica! #e ates% 4% Discuss the #angers associate# +ith *estici#e use% 2o+ can iocontro! an# use of cro*s +ith high genetic #i,ersit" e use# to #ecrease the a$ount of *estici#es use#0

Run off causing a!ga acteria gro+th ta/ing a+a" foo# an# /i!!ing off she!!fish in the go!f an# the Mississi**i ri,er asin- Sto* this " *utting +et !an#s on far$s +hich can ta/e nitrates fro$ the soi! an# return nitrogen to the at$os*here% Destro"ing our +et !an#s is a!so causing the ferti!i&ation of cro*s to *o!!ute the soi! an# +aters +ith too $uch nitrogen 8% E)*!ain the fo!!o+ing state$ent, 'The c!oser our foo# sources are to the sun as a #irect source of energ", the $ore *eo*!e the *!anet can su**ort,' in ter$s of the !a+s of ther$o#"na$ics an# the io$ass *"ra$i#% La+ one- energ" canAt e create it can on!" change for$s% La+ .B energ" +i!! change fro$ a $ore-or#ere# state to a !ess-or#ere# state% Li/e turning a *iece of fire+oo# into car on ash% ;io$ass *"ra$i#- !o+er Tro*hic !e,e!s More a un#ant than higher tro*hic !e,e!s *ro#ucers- consu$ers- #eco$*osers

@II% ;io#i,ersit" an# (onser,ation ;io!og"

1% Discuss the ,a!ue to hu$an/in#, of io#i,ersit" in the organis$s +ith +hich *eo*!e share the *!anet% 9ocus on at !east four s*ecific ,a!ues that io#i,ersit" *ro,i#es% .% 6hat are the asic conce*ts of the e7ui!i riu$ theor" of is!an# iogeogra*h"0 S*ecifica!!" #iscuss the ro!e that si&e of the is!an# an# #istance fro$ the $ain!an# *!a" in #eter$ining s*ecies #i,ersit"% 2o+ #o these conce*ts a**!" to terrestria! ecos"ste$s0 4% Is e)tinction a natura! e,ent0 Descri e ho+ the rates of e)tinction ha,e change# o,er ti$e an# so$e of the factors that affect that rate% 6hat is a '$ass e)tinction0' 8% (o$*are an# contrast the intent an# use of the (ITES treat" an# the En#angere# S*ecies Act% Descri e one s*ecific success of the ESA an# te!! +h" it is a contro,ersia! su 3ect for so$e%