Unit 1 APES [THE SCIENCE OF ENVIRONMENTAL SCIENCE]

Answer the following questions completely. Leave room to add notes during class discussion.
A. Define sustainability and explain how it relates to environmental science:
Sustainability addresses the question of how humans can achieve a mode of life that meets our needs to
survive in a way that can be continued indefinitely without destroying natural ecosystems and their
biodiversity.
The Four Principles of Sustainability
1. Describe reliance on solar energy and explain how it relates to sustainability.
The major advantage of solar power is that no pollution is created in the process of generating electricity.
Environmentally it the most Clean and Green energy. Solar Energy is clean, renewable (unlike gas, oil and coal)
and sustainable, helping to protect our environment.
2. Describe biodiversity and explain how it relates to sustainability.
Biodiversity is increasingly recognized as critical to human life, but many species are more threatened than ever
by urbanization, global deforestation, climate change, overexploitation of the worlds fisheries and marine
ecosystems, industrial agricultural expansion and other human activities. The diversity of life on our planet is
critical for maintaining the basic planetary life support systems we rely on every day.
3. Explain how population growth, particularly exponential growth, relates to sustainability.
Human population growth and overconsumption are at the root of our most pressing environmental issues,
including the species extinction crisis, habitat loss and climate change. To save wildlife and wild places, we use
creative media and public outreach to raise awareness about runaway human population growth and
unsustainable consumption
4. Explain how nutrient cycling relates to sustainability.
Nutrient cycling refers the movement and exchange of organic and inorganic matter back into the production of
living matter. This deals with sustainability because if we cannot learn to ration our resources even those that are
renewable will not be replenished in time for our usage.

B. The following section should be a review of your previous science courses. If you have any sections that
are unfamiliar, feel free to look up the information at http://www.sciencespot.net/Pages/kidzone.html.
1. Describe the scientific method. How does it apply to environmental science?
The scientific method starts with:
1. Making observations, and then moves on to
2. Asking questions
3. Formulating a hypothesis
4. Conducting an experiment, and ends with
5. Interpreting results and making conclusions
In environmental science we use these steps when doing all experiments.
2. Compare and contrast scientific theories and scientific laws. Provide examples of each.
Scientific Law: This is a statement of fact meant to explain, in concise terms, an action or set of actions. It is
generally accepted to be true and universal, and can sometimes be expressed in terms of a mathematical
equation. They explain what will occur in a given circumstance.

Scientific Theory: A theory is an explanation of a set of related observations or events based upon proven
hypotheses and verified multiple times by detached groups of researchers. They explain facts and, sometimes,
laws.

A law governs a single action, whereas a theory explains an entire group of related phenomena.
3. Define matter, elements and compounds and provide examples of each.
If it takes up space and has mass, its matter, like an apple. These are defined as Pure substances which cannot
be broken down into Simpler substances by chemical means the Periodic Table lists all elements known. These
are formed from a chemical combination of two or more different Pure Elements in definite proportions.
Compounds cannot be separated by physical or mechanical means, only by Chemical Reaction like water H2O.
C. Refer to the Textbook Companion Site Glossary for Chapter 2 to define and illustrate the following terms.
We will collaborate on the examples and connections together in class.
Term Definition Illustration Examples and
Unit 1 APES [THE SCIENCE OF ENVIRONMENTAL SCIENCE]

connections
Peer review

Evaluation of scientific,
academic, or professional
work by others working in
the same field.

Paradigm shift

A fundamental change in
approach or underlying
assumptions.

Statistics

The practice or science of
collecting and analyzing
numerical data in large
quantities, especially for
the purpose of inferring
proportions in a whole
from those in a
representative sample.

Probability

The likelihood of
something happening or
being the case.

High-quality matter

Material such as coal or
salt deposits commonly
found near the Earth's
surface in an organized or
concentrated form, so that
its potential for use as a
resource is great.

Low-quality matter

Hard-to-reach matter,
such as that dispersed or
diluted in the atmosphere
or oceans.

Energy efficiency

A way of managing and
restraining the growth in
energy consumption.
Something is more energy
efficient if it delivers more
services for the same
energy input, or the same
services for less energy
input.

High-quality energy

Intense, concentrated,
and high-temperature
energy that is considered
high-quality because of its
usefulness in carrying out
work.

Low-quality energy

Diffuse, dispersed energy
at a low temperature that
is difficult to gather and
use for productive
purposes.

Positive Feedback Loop

Enhance or amplify
changes; this tends to
move a system away from
its equilibrium state and
make it more unstable.

Negative Feedback Loop

Tend to dampen or buffer
changes; this tends to

Unit 1 APES [THE SCIENCE OF ENVIRONMENTAL SCIENCE]

hold a system to some
equilibrium state making it
more stable.
Time Delay

In a complex system, the
period of time between the
input of a feedback
stimulus and the systems
response to it.

Tipping point

The point at which a
series of small changes or
incidents becomes
significant enough to
cause a larger, more
important change.


Synergy

The interaction or
cooperation of two or
more organizations,
substances, or other
agents to produce a
combined effect greater
than the sum of their
separate effects.


D. Read the Quick Reference to Climate found on Blackboard. Then, answer the questions that follow.

1. Explain the scientific communitys point of view on climate change.
Ninety-seven percent of climate scientists agree that climate-warming trends over the past century are
very likely due to human activities, and most of the leading scientific organizations worldwide have issued
public statements endorsing this position.
2. Explain the positive feedback loop that includes the melting of ice caps. How does it work?
The rising temperatures causes the ice caps to melt which increases sea levels, more water is now
available to absorbs the suns rays which in turn melt the ice caps even more.
3. What are other possibilities for the cause of climate change?
Current theories on the cause of abrupt climatic change focus on sudden shut downs and start-ups of the
Meridional Overturning Circulation (MOC) (also referred to as the thermohaline circulation), which is a
global network of density-driven ocean currents. The Meridional Overturning Circulation transports a
tremendous amount of heat northward, keeping the North Atlantic and much of Europe up to 9F (5C)
warmer, particularly in the winter. A sudden shut down of this current would have a ripple effect
throughout the ocean-atmosphere system, forcing worldwide changes in ocean currents, and in the path
of the atmospheric jet stream. Studies of North Atlantic Ocean sediments have revealed that the
Meridional Overturning Circulation has shut down many times in the past, and that many of these shut
downs coincide with the abrupt climate change events noted in the Greenland ice cores.
4. Explain the evidence that has supported humans have initiated the change of climate.
The proof that man-made CO2 is causing global warming is like the chain of evidence in a court case.
CO2 keeps the Earth warmer than it would be without it. Humans are adding CO2 to the atmosphere,
mainly by burning fossil fuels. And there is empirical evidence that the rising temperatures are being
caused by the increased CO2.
5. How has climate change impacted organisms (biotic factors)?
Global warming for example melts Arctic ice floes, which both polar bears and seals rely upon to rest on
when making cross-ocean trips.
6. How has climate change impacted non-living (abiotic) factors in the environment?
Higher temperatures can cause some critical plant species to be replaced by more arid-type plants or vice
versa.
7. Write down any questions that you have after reading the article.