Activity 3.2.1 - Natural Resources Review

 Link to natural resources concept map:

https://bubbl.us/13051540

This energy resources concept map has so many strands to it, so it might look confusing, but they are all connected and related somehow. For example, there are two separations of ways we get our energy and that is through renewable resources and non renewable resources - meaning if they have a limited supply or not. Most of the renewable energy sources are shown on the left side while non renewable fossil fuels are shown on the right. Though these are separate, all energy sources are connected. We use everything available to us in order to power our planet, but the main energy source that all of our energy resources come from is the energy of the sun. This makes up 99% of the earth's energy and powers it all. (Jerome, Exploring Natural Resources) Fossil fuels have the sun's energy in it through decay of plants' and animals' matter and carbon in things such as coal. The left side of the map can be naturally replaced and tend to not hurt the environment as much compared to fossil fuels. All of these strands go through different kinds of sources used for energy and if they are renewable, what affect they have on the environment, and what they are/how they are used. 

References:

Jerome, B. A. (Producer). (2017). Exploring Natural Resources [Video file]. Visual Learning Systems. Retrieved from https://nvcproxy.alamo.edu/login?url=https://video.alexanderstreet.com/watch/energy-3

Activity 3.1 - Human Population

Less Developed Country

Niger

A less developed country I found is a country in western Africa called Niger. In fact, it is one of the most, if not the most, least developed countries in the world today according to the data presented in the Population Reference Bureau. Niger has a birth rate of 47, which is up there in the higher percentage of birth rates. Having 47 births for every 1000 people means they are rapidly expanding their population and directly correlates to their population growth (RNI) which is 3.7. Having a higher rate of natural increase means their population will double from 25.1 to about 50 in around 20 years (by 2040). Now having a high birth rate does not necessarily mean a country will have a high RNI, but in this case, Niger has a somewhat average death rate of 10 people per 1000. This means they are adding more people than they are taking away, contributing to their rising population. In African countries, life expectancy tends to be lower compared to the other parts of the world. Niger has a life expectancy of 59. Due to Africa, specifically Niger, being a more underdeveloped country, it does not have all the same availability of healthcare and better life support systems for things like diseases which are much more common and untreated. It also is known to have water shortages due to inconsistent rainfall and food needs not being met. Whereas in other parts of the world, for example Norway, the country has an economy that can provide healthcare and allow people to have access to healthier, sustaining medical assistance and nourishment. Norway also has a much different climate than Niger, having a much higher rate of precipitation per year, leading them to have abundance of resources for water and food, which also leads to an increased economy that can trade and ship and allow people to have a higher income and more comfortable living situation. Another factor contributing to Niger's lower life expectancy is sadly the high infant mortality rate of 69, which brings down the average since children are dying more often at a very young age. The fertility rate of Niger is 7.0, meaning the average amount of children a woman has is 7. This is higher compared to most parts of the world and specifically the more developed country of Norway's rate of 1.5. It is more common in Niger to have more children due to the higher number of infant deaths. This is most likely because they want to have more of a chance of more children growing to older age. It is also most likely a cultural norm. For example, Niger has a mainly agricultural lifestyle, so having more people and children in your family, means more helping hands. The gross national income of Niger is low at about 1210. The combination of having a high population growth rate and a low GNI, shows that Niger is a less developed country. It shows that the country struggles more to support its citizens, since it has a smaller amount of money for a growing population and a low life expectancy, which is due to a combination of its climate, economic struggles, healthcare, etc. 

More Developed Country

Norway

A more developed country I found is a country in northern Europe called Norway. This country is one of the most developed countries in the world right now, and has a birth rate of 10 births per 1000 people. This is much lower than Niger and meets the average birth rate for a more developed country. The death rate in Norway sits at 8 per 1000, which contributes to a total population growth of about 0.2. This RNI is low, meaning the population is not quite evened out, but on a small steady incline. This makes sense because Norway's current economic prosperity with a high gross national income of 66,020 combined with its social structure, where women and families have different values and ideals, causes most to want/have less kids. This leads to their fertility rate landing at about 1.5. Norway's current life expectancy is about 81 years for males and 85 years for females. To put this into perspective, The United State's current life expectancy is about 77, and Niger, the least developed country, is 59. This shows Norway is a developed country because it can support its population to be able to live to an old age, showing they have great access to healthcare and a thriving economy. Overall Norway is one of the most developed countries in the world, according to the data presented in the Population Reference Bureau. 

References:

Population Reference Bureau. (2021). 2021 world population data sheet. 2021-World-Pop Data-Sheet.pdf

U.S. Census Bureau. (2018). International database. International Programs. https://www.census.gov/data-tools/demo/idb/informationGateway.php 

Activity 2.3 - Biosphere and Interconnections

I have provided links in order to give a clear image to read.

Link to first map - Energy

http://go.bubbl.us/c6af90/413d?/Energy-(Chapter-4)

This concept map goes over the units of energy, energy in ecosystems, and how energy is transformed.

Link to second map - Biodiversity

http://go.bubbl.us/c6b006/f111?/Biodiversity

This concept map goes over the value of biodiversity and how we organize biodiversity into different groups.

Link to third map - Biomes

http://go.bubbl.us/c6b09d/f8d1?/Biomes

This concept map goes over what a biome is, the different types of biomes, and how each biome is classified.

These three concept maps are interconnected because they make up what we know the world as today. They are all concepts we have made in order to organize ideas of how the earth works. They all are affected by one another and have their own relationships happening among them. You can't have one without the other.

For example, energy is what creates and gives life, and what sustains it. Energy is found in the concept of biodiversity, because biodiversity is all the different life forms. Then this goes into the subtopic of biodiversity of what kingdoms of life there are, the main separator being the way they obtain their energy. For example, autotrophs produce their own food from the sun's energy and molecules versus heterotrophs consuming energy from other organisms. Another example of the concept of energy being in the biodiversity concept is the second law of thermodynamics and the theory of entropy. Energy transformations can never be completely efficient, there's always a a "loss" of energy through thermal energy back into the atmosphere. (Freedman p. 64) This is directly seen in energy pyramids and food webs when only 10% of energy gets passed onto the next consumer. Energy is what is passed on to each organism, and the organism that the energy supports and transfers through makes up a biome's biodiversity.

Biodiversity directly correlates to biomes, where life makes up the different kinds of biomes. Biodiversity and what grows in a certain area is influenced by the climate and environment of the area. For example, a giant water lily can only grow in the rainforest because of its high moisture levels (Freedman p. 119), and a penguin can only live in a cold climate like a tundra biome that suits its body and way of life. Biodiversity is directly influenced by biomes and vice versa. They are all interrelated and have their own relationships and connections.

References:

Freeman, B. (2018). Environmental science: A Canadian perspective. Halifax, Canada: Dalhousie University Libraries.  FREEDMAN_Environmental-Science.pdf 

Activity 2.2 - Cryosphere: Eliot Glacier, Mount Hood, Oregon

First Photo

(H.F. Reid, 1901)

Second Photo

(H. Basagic, 2012)

Google earth View 2022

(Google Earth, 2022)

Eliot Glacier on Mount Hood in Oregon

Problem

What we are seeing in these photos of the Eliot Glacier in Oregon is that the glacier is retreating and has been on a steady decline since the first photo taken in 1901. The Eliot Glacier is one of the two largest Glaciers on Mount Hood, with about 1.5 to 1.8 miles in length. (usgs.gov) As you can see between the first and second photo, during this one hundred year period there is a dramatic difference. Most of the snow and ice seems like it has disappeared. The ice has melted and moved down the mountain, decreasing the amount maintained up top and increasing water lower on the ground. The problem shown from these images is climate change effecting glaciers and the issues that arise from glacial retreat. 

Explanation

Glaciers like Eliot provide evidence for climate change. This is because the increased temperatures of the climate has contributed to melting of part of these glaciers, causing them to slide down or recede and then melt. We see that the period between 2012 and 2022, despite it being only a ten year difference, has lost a vast amount of its snow, which further enforces the idea of climate change becoming a larger factor in changing the environment. This can prove to have negative consequences. Yes, some might say it has some positive aspects, but those will only last for a short amount of time, and the negatives outweigh the positives. People say the glaciers melting add and contribute to our availability of fresh water, which is true, but considering the normal is for glaciers to melt very slowly, what is happening with these glaciers is not a normal nor positive. They are melting at a fast rate while not gaining any new ice, therefore, they will not have any glacier left to provide water, which will impact the ecosystem greatly by affecting habitats and water needed by plants and animals. Glacial retreats like this one will also affect sea levels from adding so much ice which causes levels to rise across the globe. Retreating glaciers also cause habitat destruction from its erosion and create safety hazards from potential avalanches. Overall the problem with these photos is the ice that seems to be disappearing, which shows us the effect climate change is having on the environment and causes us to think about the negative impacts it will cause. 

References:

H.F. Reid (1901). Eliot Glacier: Glacier Rephoto Database. ephoto.glaciers.us  https://get.google.com/albumarchive/115462382238657018379/album/AF1QipOeyP_mC1jfsqFw__QV9XKx6pWNwS_Va_nqYVWe/AF1QipPW4BxauPD4RUJT1s7JJ5vRgFtc1YhO5o_YTnDw

H. Basagic (2012). Eliot Glacier: Glacier Rephoto Database. ephot.galciers.us   https://get.google.com/albumarchive/115462382238657018379/album/AF1QipOeyP_mC1jfsqFw__QV9XKx6pWNwS_Va_nqYVWe/AF1QipPW4BxauPD4RUJT1s7JJ5vRgFtc1YhO5o_YTnDw

Google Earth, Google. (2022). Eliot Glacier, Oregon   https://earth.google.com/web/search/Eliot+Glacier,+Oregon/@45.3889041,-121.66208981,2087.73280617a,0d,60y,252.5614206h,93.76532225t,0r/data=CigiJgokCcRi3sBC0FFAEVyPrs6nKiBAGXLf2vVPYFTAIfjSFkR5dmLAIhoKFnpkdHRZd3BPY19EUTF4WDlBUG5CWlEQAg

“Glaciers at Mount Hood, Oregon.” Glaciers at Mount Hood, Oregon | U.S. Geological Survey, https://www.usgs.gov/volcanoes/mount-hood/glaciers-mount-hood-oregon.

“What Are the Impacts of Glacier Loss, Other than Losing an Aesthetic Landscape Feature?” What Are the Impacts of Glacier Loss, Other than Losing an Aesthetic Landscape Feature? | U.S. Geological Survey, https://www.usgs.gov/faqs/what-are-impacts-glacier-loss-other-losing-aesthetic-landscape-feature.

Activity 2.1 - Atmosphere: Reduce Northwest Vista College's Greenhouse Gas Emissions

What is a carbon footprint? A carbon footprint is the total amount of direct and indirect greenhouse gas emissions from a person or organization in a given year. (NPC.gov) So why is it important for Northwest Vista College to aim to try and limit it's footprint? It is important for every person and organization to play their part for a more sustainable future where we aim towards the reduction of greenhouse gas emissions in order to protect the health of our environment from climate change. The more action we take, though it may seem small, starts becoming the normal, and makes for an area's total carbon footprint to decrease. 

As the principal student science advisor, I have created a list of some of the actions we can take at Northwest Vista College to reduce our carbon footprint: 

1. Invest in Renewable Energy 

The biggest and most direct way the college can reduce their carbon footprint is by replacing our system of energy usage. As of right now, most electricity is generated with steam turbines using fossil fuels such as gases like coal, oil, and natural gas, and nuclear, biomass, geothermal, and solar thermal energy. (EIA.gov) 

Percentages of resources used for electricity generation

“U.S. Energy Information Administration - EIA - Independent Statistics and Analysis.” Electricity in the U.S. - U.S. Energy Information Administration (EIA), https://www.eia.gov/energyexplained/electricity/electricity-in-the-us.php#:~:text=Most%20electricity%20is%20generated%20with,wind%20turbines%2C%20and%20solar%20photovoltaics.

Most places, including NVC, use energy from the grid, which is generated by fossil fuels. If we could convert to using our own solar powered energy on the campus, then we could cut down the energy the city's grid uses. Our college's net carbon footprint would cut down dramatically considering energy usage like electricity and thermal energy is our main contributor. Solar panels are a great way to do this because they could be out of sight on top of all of our buildings, and not get in the way of the campus activity's or atmosphere. Solar panels work by capturing the sun's solar radiation and turning it into energy that we can use. (energy.gov) They are a great substitute and a must need if we as a campus are working towards cutting down our carbon emissions. Not to mention, after investing in solar panels, our financial bill will also cut down since we would stop buying energy from the grid. (Keep in mind, this is assuming we have enough funds available to put this into place)

2. Adjust Thermostat 

Another way we can lower our carbon footprint is by adjusting the thermostat more often as needed. For example, whenever I walk into certain buildings, it is freezing cold in some classrooms when there is no reason for it. The thermostat is turned so low and constantly blowing air that it uses so much energy and raises our spending. We need to stop allowing the thermostat to be set too low/too high and check up on it based on what's needed for the weather outside and the comfort of the students. This will be a way we can save energy and eventually cut down our carbon emissions. 

3. Reduce/ Eliminate Single Use Plastics 

The school already does have things in place to cut down on their waste which is good. For example, the air dryers for drying hands in the bathrooms instead of the single use paper towels. But we could expand on this more. There are more ways we can reduce our waste and therefore indirectly reduce our carbon footprint. This is through reducing our usage of single use plastics. These are things like food packaging, plastic bottles, plastic bags, straws, etc. "In 2019, the CIEL estimated that production and incineration of plastic would add 850 million metric tons of greenhouse gases to the atmosphere - equivalent to 189 coal-fired power plants. By 2050 this could rise to 2.8 gigatons of carbon dioxide per year - or 615 coal plants' worth. (weforum.org) "Our reliance on plastic therefore prolongs our demand for these dirty fuels. Burning plastics in incinerators also releases climate-wrecking gases and toxic air pollution." Plastic not only contributes massively to climate change, but also "sticks around in the environment for ages, threatening wildlife and spreading toxins." (friendsoftheearth.uk) In our café area we can stop handing out single-use utensils and plates, and instead offer alternatives that the students can return. 

4. Education 

The main way we can indirectly lower our carbon footprint is by educating our staff and students. As a college, we don't have a very large campus, everything is right next to each other, so we don't have to worry about transportation emissions of gas. But the emissions that do happen are from cars driving to and from the campus. The only thing the college can do is educate people about their carbon footprint and encourage them and give them ways to try their best to lessen it. We can do this by teaching kids about greenhouse gases and the environment, telling them to be mindful about what they're doing, and encouraging students to reduce their own carbon emissions anywhere they are. Informing and educating people is the best way to get towards the goal of a future where the nation has as low emissions as possible, and we at NVC can start that by playing our part and spreading those values. 

Here's one college that has shown success in it's climate achievements:

University of Maryland carbon footprint data

“University Halves Carbon Emissions Ahead of Schedule.” Maryland Today, https://today.umd.edu/university-halves-carbon-emissions-ahead-schedule-5a997df7-b736-4d72-b938-3fa5ff8e94c2

Universities across the world's main carbon emissions

Helmers, Eckard, et al. “Carbon Footprinting of Universities Worldwide: Part I-Objective Comparison by Standardized Metrics - Environmental Sciences Europe.” SpringerOpen, Springer Berlin Heidelberg, 11 Mar. 2021, https://enveurope.springeropen.com/articles/10.1186/s12302-021-00454-6.

Sources:

“How You Can Help Reduce Greenhouse Gas Emissions at Home.” National Parks Service, U.S. Department of the Interior, https://www.nps.gov/pore/learn/nature/climatechange_action_home.htm.

“U.S. Energy Information Administration - EIA - Independent Statistics and Analysis.” Electricity in the U.S. - U.S. Energy Information Administration (EIA), https://www.eia.gov/energyexplained/electricity/electricity-in-the-us.php#:~:text=Most%20electricity%20is%20generated%20with,wind%20turbines%2C%20and%20solar%20photovoltaics.

“How Does Solar Work?” Energy.gov, https://www.energy.gov/eere/solar/how-does-solar-work.

Written by Charlotte Edmond, Senior Writer. “We Know Plastic Pollution Is Bad – but How Exactly Is It Linked to Climate Change?” World Economic Forum, https://www.weforum.org/agenda/2022/01/plastic-pollution-climate-change-solution/.

“Plastic Pollution How to Reduce Plastic in the Ocean.” Friends of the Earth, https://friendsoftheearth.uk/plastics.

Module 1.2 - A Turning Point Event for Environmental Science, Celebrating the Comeback of the Burning River, 1969-2019

1. 1. 1. Point of View

The point of view of the video is from people who have lived through the Cuyahoga River having oiled in it and being on fire and witnessed the process of it being cleaned up and evolved into a clean river that has become an attraction of the city. The frame of reference of the video is from the Ohio Environmental Protection Agency, and they interview certain people that have background knowledge about the river and researchers and people that are in organizations and careers that know about the importance of environmental preservation. This creates a perspective of hope for the future and positive change in environmental politics. 

1. 1. 2. Purpose

The purpose of this video is to inform about a historic event that marked an important turning point for environmental science and change. The Cuyahoga River burning brought about change in policies by implementing the Clean Water Act. The goal of the video is to show people how that policy came into place and how important keeping our water and environment clean is.

1. 1. 3. Questions at Issue

The issue presented in this video is excessive water pollution and the damages it has on the lives of those in and around it. It also presented the issue of not knowing how to clean up environmental pollution at the time.  

1. 1. 4. Information

The sewer district had an investment of about 5 billion dollars into cleaning the Cuyahoga River. Everyone that lives there including the mayor, the EPA, and businesses have observed that it's a completely new place and that if the river was filled with oil, the city wouldn't be what it is today. It is a big, clean river, so it makes for an attraction spot for tourists, white water rafters, businesses like restaurants have started popping up along the river, overall the city's economy has grown and peoples' quality of life has increased because of the river being clean. It's even housing fish, which shows the researchers and government that the river has benefitted and improved and that it was worth it to clean it up. 

1. 1. 5. Interpretation and Inference

The video explained that although it was not good what happened at the burning river, important conclusions and solutions were made from it that changed the world for the better. For example, Elaine Marsh explains that no one knew how to make the river better or how to get it cleaned up, it seemed almost impossible. They did not have any technology made for things like that that we have today and they also had no knowledge about what was an environmentally safe way to take out and dispose of the harmful chemicals and hazards in the water. The cleanup of the river forced a development of an education system where people started to learn how to handle these situations, which opened ways for future research, which opened new careers and even better ways of cleaning up and preserving the natural environment. The river incident brought about the Clean Water Act which brought about policies on industrial discharges and clean water. 

1. 1. 6. Concepts

The Clean Water Act establishes the basic structure for regulating discharges of pollutants into the waters of the United States and regulating quality standards for surface waters. The Environmental Protection Agency is the independent executive agency of the United States federal government tasked with environmental protection matters. 

1. 1. 7. Assumptions

One thing people in this video might take for granted is the money aspect of making the river the best it can be. Not everyone wants their taxes to go towards it, even if it might be what's in the city's best interest for it's growth. Those in this video that love the river are assuming everyone knows the benefit of it and how great it is and can be. Some people just don't care. I don't think it's really that big of a deal though. 

1. 1. 8. Consequences

The outcome and effects of the burning of the Cuyahoga River and the cleaning of it is that it brought about the creation of the US Environmental Protection Agency. This set things up for future acts that would further help the environment. It marked a large turning point in the protection of the earth and gave hope to advocates and people in the nation. It also gives every day people exposure to what serious effects we can have on the environment if left unchecked and how important it is to make sure we have these policies in place and to take care of and keep clean our environment. 

The Cuyahoga River Fire (June 22, 1969)

Grant, Julie. “How a Burning River Helped Create the Clean Water Act.” The Allegheny Front, 21 Apr. 2020, https://www.alleghenyfront.org/how-a-burning-river-helped-create-the-clean-water-act/.

Video Source: 

https://www.youtube.com/watchv=18JpT61rX6A&list=PL1QVFWinMEQVayLVMzv7CzuOz2d1mTY90