Activity 3.2.1 - Natural Resources Review

In the concept map above I have it Illustrating the two types of resources we use for energy. The two types of energy we have are nonrenewable, and renewable. Nonrenewable resources are resources that comes from the earth but takes a long time for it to regenerate which cannot keep the pace of the number of resources being exhausted. These nonrenewable resources are coal, natural gas, crude oil, and nuclear. Fossil fuels are the decayed remains of plants and animals over millions of years. We simply don’t have the time to wait for fossil fuels to be replaced. Uranium used in nuclear power is also not a renewable resource. If we use too much it can become scarce or completely exhausted.

Renewable resources are resources that are abundant, and we will not have to worry about exhausting through them and can regenerate fast. Renewable energy has been gaining a lot of steam in the last decade especially with the contributing factors that fossil fuels have on the environment. The pollution of fossil fuels is being linked to climate change. The renewable resources we have is solar, wind, hydropower, biomass, and geothermal. The biggest downside to renewable energy is being expensive but with Evolving technologies can help reduce the expense of renewable energy. Solar is the easiest renewable energy to obtain because the sun shines on most of the earth on any given day

Cited Work

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 (Links to an external site.) 

Activity 3.1: Human Population.

Country: France    

Birth Rate: 11 per 1,000

Death Rate: 10 per 1,000

Population growth rate (rate of natural increase) 0.1%

Life Expectancy for males and females: M(79) F(85)

Fertility Rate: 3.4
Gross National Income (GNI): 50,400

France is a developed country that has a population of 65.3 million. France lies in Western Europe and is part of the European Union and NATO. France is considered a major Economic power. France has a mixed economy that's mixed with a little bit of private freedom, centralized economics planning, and government regulations. France is border by Belgium, Germany, Spain, Italy, Switzerland, Atlantic Ocean, English Channel, and the Mediterranean Sea

Country: Somalia       

Birth Rate: 49 per 1,000

Death Rate: 11 per 1,000

Population growth rate (rate of natural increase) 3.8%

Life Expectancy for males and females: M(56) F(60)

Gross National Income (GNI): 870

Somalia is considered a least developed country with a population of 16.4 million. Somalia is part of the Horn of Africa that is bordered by Djibouti, Kenya, Ethiopia, Gulf of Yemen and the Indian Ocean. Somalia has a traditional economic with most of the populace engaging in the selling of livestock, and agriculture. Somalia is also a member of the League of Arab States. 

Country: World    

Birth Rate: 18 per 1,000

Death Rate: 8 per 1,000

Population growth rate (rate of natural increase) 1.0 %

Life Expectancy for males and females: M(71) F(75)

Gross National Income (GNI): 17,535

Comparison:

When comparing these two nations you see a huge separation in a lot of demographics. The obvious cause for this big separation is due to France being a developed nation, and Somalia being a least developed nation. Both countries have almost an equal death rate, but Somalia has a higher birth rate being 49 per 1,000. France has a smaller birth rate sitting at 11 per 1,000. The reason for France having a low birth rate is due to being in a postindustrial era where the quality of living is better, and families no longer need to have huge families in order to survive. A big reason why developed countries will tend to have a low birth and death rate are due to the access of resources that are readily available to them like having better healthcare that can provide vaccines to fight major illnesses, better sewage treatment, nutrition, and education that allows people to focus on careers. The Gross National Income in France is higher compared to Somalia and the world. France has a GNI of 50,400, Somalia's GNI stands at 870, and the world at 17,535. Somalia on the other hand being a least developed country makes it hard for its citizens to have access to all things that are available that French citizens have access to. Somalia and least developed nations must worry more about major illnesses like yellow fever and malaria. Without adequate healthcare in Somalia and in less developed countries they are at a continued risk of dying from major illnesses. Life expectancy for France is high sitting at 79 years for males, 85 years for females. Somalia is sitting lower than France and the world at 56 years for males, and 60 years for females. The world is sitting at 71 years for males and 75 years for females. France has a higher percentage of an urban population than Somalia, and the world. France sits at 81 %, Somalia at 46 %, and the world at 56%. One of the main reasons for France having a high urban population is the availability that urban areas bring like jobs, healthcare, and education. These two countries are clearly on the opposite side of the spectrum with France having a stable population, and Somalia with conditions improving slightly but not enough to pull them out of a preindustrial stage. 

Cited Work: 

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

Blondel, Jean F.P. , Bisson, T.N. , Elkins, Thomas Henry , Wright, Gordon , Weber, Eugen , Popkin, Jeremy David , Bachrach, Bernard S. , Woloch, Isser , Higonnet, Patrice Louis-René , Drinkwater, John Frederick , Tuppen, John N. , Shennan, J.H. , Flower, John E. , Fournier, Gabriel and Bernard, François. "France". Encyclopedia Britannica, 22 Sep. 2021, https://www.britannica.com/place/France. Accessed 23 September 2021.

Somalia: Introduction. >> globalEDGE: Your source for Global Business Knowledge. (n.d.). Retrieved September 24, 2021, from https://globaledge.msu.edu/countries/somalia#.

Smith, Whitney. "Flag of Somalia". Encyclopedia Britannica, 13 Nov. 2018, https://www.britannica.com/topic/flag-of-Somalia. Accessed 23 September 2021.

Activity 2.3 - Biosphere and Interconnections

Concept map 1: Illustrating energy flow.

Concept map 2: Illustrates biodiversity

Concept Map 3: Illustrating the different types of biomes. 

   The first concept map shown is covering Chapter 4 which helps show us how energy is created and how its transferred throughout the earth. Energy's role within an ecosystem follows the Laws of Thermodynamics which is conservation, and transformation. Energy is important when it comes to an ecosystem and its food chain. The sun is at the top providing energy for many plants in which those plants will then be eaten by animals, and humans. Chapter 7 tells us about the richness of biological variation through biodiversity. Biodiversity is important because it provides for us humans, and our economies. Humans have taken a vantage of certain elements within its biodiversity that has resulted in extinction of several species which can largely impact an ecosystem. Chapter 8 tells us about different ecosystems called biomes. Just knowing a certain biome can tell us about a lot like what type of environment it could be like a desert or tropical rainforest. It can also tell us what specific species or plants that might live inside environment. Biomes can also be altered through human activity, and most of these damages occur where people live and work. Altercation of biomes can lead to extinction of certain plants and animals that can affect the food chain and biodiversity of the biome

 Chapter 4,7, and 8 all connect in some way.  Biodiversity, and biomes are connected because biodiversity tells us about what specific species and vegetation what we might have in a certain biome. For example, the artic wolf will live in a tundra, and a cactus will live in a desert. Biomes will also dictate the amount of biodiversity it will have. An example of this is a rainforest that will have a greater biodiversity compared to a desert. Chapter 4 is connected because it deals with energy within an ecosystem like a food chain. A biodiversity of a biome can be threatened if a part of a food chain is no longer available which can cause a ripple effect throughout an entire ecosystem and could severe damages that could be irreversible.  

 Citations: 

Freedman, B. (1970, January 1). Environmental science: A Canadian perspective. DalSpace Home. Retrieved September 22, 2021, from https://dalspace.library.dal.ca/handle/10222/74278.

Activity 2.2.1 - My Daily Water Use

Actual Water Usage:

The average of actual water usage for the past three months came out to 5,700 gallons per month, 1425 gallons per person/month and 48 gallons/day per person.

By Month: 

June - 5,700 gallons 

July - 5,800 gallons 

August - 5,600 gallons

1) First, I added my last 3 water bills then divided it by 3

5,700 + 5,800 + 5,600 / 3 = 5,700 gallons/month

2) After I got my average from the last three months, I took that average and divide it by the number of individuals stay in my house. 

5,700 / 4 = 1425 gallons/person/month

3) Now to find out the average daily consumption of water per person I took the average consumption of water used per person for an entire month and divided it by 30 days.  

1425 / 30 = 48 gallons/person/day 

 

Results:

 

The average person in my household uses 48 gallons per day. According to my last three water bills my water consumption is 55 % less than the average household. The EPA states the average household uses 88 gallons per day. (EPA.gov) This surprised me because I thought I would be closer to EPA average but I'm glad that its half of that. I used two online household calculators to measure my average water consumption and compare them to my actual water bill. The first one I used was P.U.D from Chelan County which had me, and the individuals in my household closer to the EPA average. This calculator had an increase of 152 % from my actual water bill. This calculator goes more in-depth asking question like how many gallons are in your washer, and how many times it runs throughout the week. The second online household calculator I used had 11 gallons less than my actual water bill and was not in-depth as the first calculator but asked questions like if I had a newer dishwasher or high energy efficient washer. The percentage of this calculator to my actual water bill was a 23% percent decrease of my actual water bill. 

 

Go forward I'm going to monitor my household water consumption much closer and take different measures to lower the amount of water I'm using. Some of these steps would be to take faster showers, maximize the amount of clothes in my washer, turn off the water when I'm either brushing my teeth or washing my face, and fill up both sides of the sink to wash and risen instead of allowing the water to continue to run. Living in the United States allows us to have access to running water, and after doing this activity it allows us to open our eyes to see how much water we use, and that we should not abuse it because other parts of the world are not as fortunate as we are.

Cited Work: 

EPA, Environmental Protection Agency, www.epa.gov/watersense/understanding-your-water-bill.

 

Activity 2.2 - Cryosphere: Boulder Glacier

 Original Photo: 

(Morton Elrod, GNP Archives)

Second Photo: 

(Fagre/Pederson USGS)

Google Maps Photo:

Google Earth 

Problem: 

Our glaciers are retreating at an alarming rate and so far, we have no answer in sight to slow glacial retreating. Glacier National Park in Montana is expected to lose all its glaciers soon. Glacier National Park at one point in time had about 80 active glaciers after the Little Ice Age in 1850. Now there are about 26 active glaciers left. (National Park Services) Boulder Glacier was one of them and now it’s no longer an active glacier. From 1988 through 2008 Boulder Glacier had retreated 490 meters which put glacial retreating at 16 meters per year. Additional satellite photo was taking in 2009 that shows that the glacier had retreated even further to about 515 meters (Mauri S, Pelto Nichols College) Eventually Boulder Glacier became too small to be considered as an active glacier in Glacier National Park. If we do nothing to slow down retreating of glaciers and melting of sea ice some of the consequences' we will face will be flooding of coastal cities which would cause billions of dollars in damage, disruptive weather patterns due to rising sea temperatures, and a loss of certain animal species like the polar bears, and the walrus. (World Wildlife)

Explanation. 

The explanation for the melting of glacial ice around the world and what's happening in Glacier National Park is due to human activity. Since the Industrial revolution humans have produced large amounts of greenhouse emissions that get trapped within the earth’s atmosphere which causes the earth to heat up causing temperatures to rise. With rising temperatures this will cause sea ice to melt, and glaciers to retreat. Glaciers are retreating at a faster rate due to ablation out pacing accumulation in the colder months. Boulder Glacier did not respond well to climate change which resulted in it becoming inactive. Glaciers must be at 25 acres at a minimum in size to considered by scientist in Glacier National Park to be active. Anything smaller than this is consider stagnant, and too small to move. (USGS)

 

 

Work Cited:

Hancock, Lorin. “Why Are Glaciers and Sea Ice Melting?” WWF, World Wildlife Fund, www.worldwildlife.org/pages/why-are-glaciers-and-sea-ice-melting.

“North Cascade Glacier Climate Project.” North Cascade Glacier Climate Project Mauri S. Pelto, NCGCP Director Founded in 1983, Nichols College, Dudley, MA Mspelto@Nichols.edu, glaciers.nichols.edu/boulder-glacier/.

Source, USGS/M. Elrod/Science. “Boulder Glacier, Glacier NP, 1910 .” Science Source Stock Photo - Boulder Glacier, Glacier NP, 1910, www.sciencesource.com/archive/Image/Boulder-Glacier--Glacier-NP--1910-SS2538333.html.

Google Earth, Google, earth.google.com/web/search/Boulder+Glacier,+Montana/@48.95944331,-114.08708654,2299.93940737a,1966.72091627d,35y,-106.50603445h,39.99657599t,0r/data=CoMBGlkSUwolMHg1MzZmNTgwNWNjM2YxMTE3OjB4ZTg1YTA5OWRjMzMwZjhiMBmJD0eyonpIQCFACX36mYVcwCoYQm91bGRlciBHbGFjaWVyLCBNb250YW5hGAEgASImCiQJk3PLvXeBSEARSGUOuw57SEAZTizzWCx_XMAh_Jq-EXuIXMA.

Is There a Size Criterion for a Glacier?, www.usgs.gov/faqs/there-a-size-criterion-a-glacier?qt-news_science_products=0#qt-news_science_products.

Activity 2.1 - Atmosphere: Help reducing Northwest Vista College's Carbon Footprint

 What are Greenhouse gases

Toxic gases that get trapped in the earth's atmosphere will heat up the earth which will contribute to global warming. The gases that are greenhouse gases are carbon dioxide, methane, nitrous oxide, and fluorinated gases. There are multiple ways humans produce greenhouse emissions are through transportation, electricity, and Industry.

 Investigation & Problem with Greenhouse Emissions

One of the biggest problems facing our country, and our state is the amount of greenhouse emissions that we produce. The State of Texas ranks first for greenhouse emissions. In 2017 the State of Texas produced 212 million metric tons of carbon emissions from powerplants and 232 million metric tons from transportation. Since 1990 carbon emissions from transportation has increased by 52 percent, and by 17 percent from powerplants. If we could cut into that number and decrease the number of emissions produced it could improve our air quality significantly. There are many things that Northwest Vista College could do to reduce its carbon footprint and help reduce the amount emissions in the state. The biggest advantage that we have living in the State of Texas is amount of sunlight we have on average throughout the year. Northwest Vista College could easily tap into this abundant resource. Northwest Vista has an average of 17,000 students per year. Having that many students require a lot of electricity. Average colleges, and university spend $1.10 per square foot on electricity, and 18 cents on natural gas. Most college buildings are around 50,000 square feet adding up to almost $100,000 of energy annually. Harnessing solar energy could help reduce operating cost for the entire campus.

 Data Analysis and Interpretation:

Solar Energy

Tapping into solar energy is the first thing I would recommend for Northwest Vista College. This could help reduce its carbon footprint by installing solar panels on campus buildings or around the campus. The best thing about solar energy is that it is sustainable, renewable, and plentiful. On average San Antonio receives 220 days of sun. Northwest Vista College can take full advantage of that. Having solar panels on campus buildings or around the campus will help reduce its need from toxic powerplants. The campus could also see a huge financial return, and a lower monthly utility bill that will help with operating cost for the campus. By going solar, the campus will not just reduce its carbon footprint, but it would help decrease the overall carbon footprint of the state. Going solar helps eliminate dangerous pollutants like sulfur oxides, and nitrogen oxides that's released into the sky. lastly, solar can also reduce water consumption, and withdraw. 

Electric Vehicles

Northwest Vista College could reduce its carbon footprint over the next 10 years by replacing all campus vehicles from gas or diesel to fully electric. Electric vehicles can produce zero carbon emissions if the campus can become solely dependent on solar energy. Electric vehicles will also save the university money because it no longer relies on gas, and diesel for its campus vehicles. Electric vehicles will also reduce the amount of oil being used, and by 2035 the number of barrels of oil used a day will be cut by 1.5 million barrels.

E-Textbooks

The campus could also look at mandating e-text books over the next 10-years to reduce the amount of paper being used for classes which could in turn lower the amount of paper being made from paper mills that also release hazardous materials into the sky. With Northwest Vista College saving more money from solar energy the campus could help individuals save more money and help students in need if they have no access to internet by providing hot spots, tablets, and laptops so they have access to e-textbooks themselves.

Explanation and Design Solutions.

By placing solar panels on or around campus buildings this will allow the college to become less dependent on powerplants that use fossil fuels. With the campus using mostly solar energy will allow the campus to have electric vehicles that charge off of solar energy. These two options will help immediately lower greenhouse emissions from the campus through transportation, and electricity the two main producers of carbon emissions. Lastly if the campus switched to e-textbooks it will also reduce the amount of toxins coming from papermills.  

 

Work Cited: 

“NVC : HISTORY: Alamo Colleges.” NVC : History | Alamo Colleges, www.alamo.edu/nvc/about-us/our-college/history/.

“Overview of Greenhouse Gases.” EPA, Environmental Protection Agency, www.epa.gov/ghgemissions/overview-greenhouse-gases.

“Top Five Reasons to Choose an Electric Car.” Union of Concerned Scientists, 12 Mar. 2018, www.ucsusa.org/resources/top-five-reasons-choose-electric-car?gclid=Cj0KCQjw4eaJBhDMARIsANhrQABwkkK5Tg5G3pU7Z7iSHnivZS1pqQpQCp6izi7mXMhLM7Oc_8K3izQaAqUgEALw_wcB&utm_campaign=CV&utm_medium=search&utm_source=googlegrants.

“Colleges and Universities.” ENERGY STAR Buildings and Plants | ENERGY STAR, www.energystar.gov/buildings/resources_audience/colleges_universities.

Olin, Andy. “Are Houston and Other Cities 'Trying to Have Their Cake and Eat It, Too?'.” The Kinder Institute for Urban Research, 24 Jan. 2020, kinder.rice.edu/urbanedge/2020/01/24/houston-and-cities-struggle-with-sprawl-traffic-emissions#:~:text=Overall%2C%20Texas%20leads%20the%20nation,have%20gone%20up%20by%2017%25.

San Antonio, Texas Climate, www.bestplaces.net/climate/city/texas/san_antonio.

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

1. Point of View 

The point of view was told by local Ohioans during this time. Their point of view helps paint a picture on how bad the pollution was. It also points out that when the overall health of the river or environment improve the health of surrounding cities, and their economies improved. 

2. Purpose of the video. 

The purpose of the video was us to inform how bad the pollution was on Cuyahoga River was before the Federal Water Pollution Act of 1970 & 1972. The video also tells us what steps were being taken to help clean the river, and what laws and regulations were set in motion to prevent something like this happening again no matter what water way it was in the United States.  

3. Questions at issue. 

The Cuyahoga River was at center stage of an environmental disaster.  The human impact of the river over time had polluted the river due to dumping hazardous materials in the river, and not realizing the consequences of their actions until it was too late. This was before any big laws and regulations were in place. Ultimately it wasn't until a fire broke out on the river that caused for changes to be made. 

4.Information

The Cuyahoga River was polluted to the point that local wildlife was being affected causing fishes to turn belly side up. It also caused horrible air quality that smelled foul. Most information during this time was being made up due to the lack of technology we have now. The pollution of the Cuyahoga River led to many environmental changes that were needed. It was a prime example to the rest of the nation how they health of the environment impacted its local economy good or bad. 

5. Interpretation and Inference

The video helped concluded that having a healthy environment helped the overall health of surrounding cities. Cleaning the river brought life to the surrounding areas. People were kayaking, biking, and overall boosted tourism in the area. I believe the video is also a focal point to not sit and wait until it’s too late to act. The local and federal government failed to act which eventually caused the Cuyahoga River to catch on fire. 

6. Concepts 

The Federal Water Pollution Act of 1972 helped establish laws, and regulations which hampered down on businesses dumping in the river which helped contribute to the overall pollution of the Cuyahoga River which led to the fire on the river. Another group that was created was the Oil Study Group. This was a group of individuals who came together to see what they could do to combat the pollution of the river. Education of the river had to made up due to having a lack of technology at the time. This education informs others how to respect and care for the surrounding environment. 

7.Assumptions 

The Cuyahoga River pollution sparked so much attention it got the local and federal government to come together and establish laws and regulations. Before the Federal Water Pollution Act of 1972 businesses could operate loosely, and dump almost anything in the water. It wasn't until the river caught on fire, and the photo in the Times Magazine that got people's attention and demanded change. Once the river was cleaned the overall health of city changed with it. Life was restored not just to the environment but to the economy as well. It's safe to say that having a healthy environment leads to an overall better health. 

8 Consequences

The result was positive. The disaster on the Cuyahoga River helped create many laws, and regulations nationwide which made a lot of dumping in rivers illegal. It made us more aware of our impact we have the environment and failing to act can cause significant consequences. If we do not act now, it could be too late. Other consequences that happened after the clean up of the river was to not just help clean the river around the Cleveland area but restore the natural flow of the river by getting rid of the Gorge Dam in Akron. Taking out the Gorge Dam is expected to help bring wildlife back to the area, and possible establish another attract point to kayakers.

 

https://www.cleveland.com/resizer/mnuNJD3_cZ_M8YvmZ6hjXn6bA2E=/450x0/smart/arc-anglerfish-arc2-prod-advancelocal.s3.amazonaws.com/public/UQOWMDHP4ZFIRK2CEGDPWETVVA.jpg

Cuyahoga River’s recovery since 1969 fire documented in new Ohio EPA film on YouTube

Published: Nov. 17, 2018, 6:00 a.m.

https://static01.nyt.com/images/2019/06/22/lens/22cuyahoga-ast-2/merlin_156630306_c425704d-4855-42fa-9cd2-bf4515ac7a00-jumbo.jpg?quality=90&auto=webp

An aerial view of a curve in the Cuyahoga River near where the 1969 fire occurred. Circa 1968.Credit...Alfred

 Eisenstaedt/The LIFE Picture Collection, via Getty Images

Work Cited:

Celebrating The Comeback Of The Burning River 1969-2019, Ohio EPA Nov 02,2018 https://youtu.be/18JpT61rX6A