THIRD QUARTER HOMEWORK
CHAPTER 19 – CLIMATE CHANGE AND OZONE DEPLETION
READ CHAPTER AND ANSWER GUIDED QUESTIONS AND DEFINE VOCAB IN PACKET 19
DUE MONDAY MARCH 19, 2012
—————————
TERM PAPER OUTLINE(DRAFT ONE)
DUE ON MONDAY FEBRUARY 27, 2012.
ENVIRONMENTAL ISSUE TERM(3rd and 4th quarter) PAPER ABSTRACT DRAFT AND REVIEW DONE BY
TUESDAY FEBRUARY 14, 2012 FOR PERIOD B
and will be due on wednesday february 15 for period F
Chapter 17 exam with cumulative stuff on
Tuesday February 14, 2012.
PLEASE BEGIN READING CHAPTER 17 HUMAN HEALTH HAZARDS AND THE ENVIRONMENT FOR THE WEEK OF FEBRUARY 6, 2012
WE WILL BE DISCUSSING AND PREPARING A STUDY GUIDE FOR AN UPCOMING EXAM ON ALL OF THIS CHAPTER, AND SOME CUMULATIVE MATERIAL AS WELL…
PLEASE BEGIN THINKING ABOUT WHAT ENVIRONMENTAL ISSUE/TOPIC YOU WANT TO WRITE ABOUT FOR OUR 3RD QUARTER/4TH QUARTER TERM PAPER, ALL TOPICS WILL BE APPROVED BY ME BEFORE WE PROCEED TO THE ABSTRACT WRITING PHASE OF THIS 2500 WORD PAPER.
PLEASE FINISH UP ALL FIVE OF YOUR HUMAN HEALTH HAZARD PROJECTS BY MONDAY FEBRUARY 6, 2012.
BIOLOGICAL
CHEMICAL
PHYSICAL
CULTURAL
LIFESTYLE
EACH SHOULD INCLUDE NAME OF HAZARD, WHAT ARE ITS EFFECTS OR SYMPTOMS, WHAT IS THE CURE OR TREATMENT OF THOSE TWO, AND HOW CAN WE PREVENT OR PREPARE BETTER FOR EACH…AND SOME FORM OF IMAGERY IN THE FORM OF PHOTOS OR ILLUSTRATIONS.
ALSO PLEASE MAKE SURE I RECEIVE YOUR TWO FRQ’S WE STARTED IN COMPUTER LAB BY TUESDAY FEBRUARY 7, 2012.
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SECOND QUARTER SYLLABI AND HOMEWORK
WEDNESDAY NOVEMBER 30, BEGIN READING CHAPTER 14 MINERALS AND NONRENEWABLE RESOURCES, HOMEWORK QUIZ ON NEXT MONDAY FOR B AND NEXT TUESDAY FOR F

—-online exam in computer lab on monday november 28 on chapter 13 and cumulative info—-

CHAPTER 13 – WATER RESOURCES SYLLABUS
FOR DOCUMENT
CLICK LINK BELOW…………..
https://docs.google.com/document/d/15puesqkpMnmBmL4EcTyBmwmbMsY5P8qZMVKTqwhxcFo/edit?hl=en_US#
————————————————————–
FIRST QUARTER SYLLABI AND HOMEWORK
FIRST QUARTER COMMON ASSESSMENT AND CHAPTER 12 EXAM WILL BE GIVEN ON MONDAY NOVEMBER 7, 2011
Tuesday November 1, 2011
START DOING THE ALMOST 200 POSSIBLE QUESTIONS ON OUR STUDY GUIDE THAT MAY APPEAR ON YOUR FIRST QUARTER COMMON ASSESSMENT, WE WILL BE REVIEWING THESE TOGETHER THIS WEEK.
APES SYLLABUS 3
READ CHAPTER 12 FOOD, SOIL, AND PEST MANAGEMENT
CHAPTER
12 Homework
-Read Sections 12-1 to 12-6
-Know all vocabulary terms, going through the chapter reviews will help.
-Be prepared to answer all Key Questions, and
Critical Thinking question number 1(Core Case Study)
and all 13 AP review questions on a
Homework Quiz on Friday October 28, 2011.
First Quarter Common Assessment
will include all chapters done so far, and chapter 12.
Exam to be given November 4, 2011.
——————————————–
APES Syllabus 2:
HUMAN POPULATION AND ITS IMPACT
TEXT:LITE-MILLER 17TH ED
Chapter6 Learning Objectives:
- How many people can the earth really support?
- What factors influence the size of the human population?
- How does a population’s age structure affect its growth or decline?
- How can we slow human population growth?
Key Terms
age structure
birth rate
crude birth rate
crude death rate
cultural carrying capacity
death rate
demographic transition
emigration
family planning
fertility rate
immigration
infant mortality rate
life expectancy
migration
population change
replacement-level fertility
total fertility rate (TFR)
CHAPTER
6 Homework
-Read
Sections 6-1 to 6-4
-Know all vocabulary terms, going through the 10 chapter reviews will help.
-Be prepared to answer all Key Questions, and
Critical Thinking question number 1(Core Case Study)
and all 13 AP review questions on a
Homework Quiz on Monday October 17, 2011.
Chapter 6 Exam Friday October 21, 2011
APES EXAM 1 WILL BE GIVEN ON WEDNESDAY OCTOBER 12, 2011 FOR PERIOD B, AND ON THURSDAY OCTOBER 13, 2011 FOR PERIOD F.
PLEASE STUDY THE CHAPTER 3 AND 4 READINGS AND ANY NOTES OR OUTLINING YOU DID.
ALSO REVIEW YOUR CHAPTER 3 AND 4 QUIZ, REVIEW YOUR VOCAB 1 AND 2 QUIZ AS WELL, ALONG WITH THE SUPPLEMENTAL QUESTIONS I PULLED FROM CHAPTER 5, WHICH IS JUST AN EXTENSION OF CHAPTERS 3 AND 4.
——————————————–
APES Syllabus 1:
ECOSYSTEMS, BIODIVERSITY, AND EVOLUTION
TEXT: LITE-MILLER 17TH
ED
Learning
Objectives:
Chapter3
- What keeps organisms alive?
- What are the major components of an ecosystem?
- What happens to energy in an ecosystem?
- How do we study ecosystems?
CHAPTER
3 Homework
-Read
Sections 3-1 to 3-5
-Know all vocabulary terms, going through the 10 chapter reviews will help.
-Be prepared to answer Critical Thinking question number 1(Core Case Study) and all
13 AP review questions on a Homework Quiz on Friday September 30, 2011.
HOMEWORK Chapter 3 QUIZ:
Friday September 30, 2011
——————————————-
Learning
Objectives:
Chapter
4
- What is biodiversity and why is it important?
- How does the earth’s life change over time?
- How do geological processes and climate change affect evolution?
- How do speciation, extinction, and human activities affect biodiversity?
- What is species diversity and why is it important?
- What roles do species play in ecosystems?
CHAPTER 4 Homework
-Read Sections 4-1 to 4-6
-Know all vocabulary terms, going through the 10 chapter reviews will help.
-Be prepared to answer all Key Questions, Critical Thinking question number 1(Core
Case Study) and all 13 AP review questions on a
Homework Quiz on Tuesday October 4, 2011.
HOMEWORK 4 QUIZ:
Tuesday October 4, 2011
Chapter 3 and 4 Exam October 7, 2011
————————————————————–
Environmental Law Assessment– Study my list posted here…
Friday September 23th, 2011
Dark Tide Summer Reading
Science Assignment due into me on
Monday September 26th, 2011
All AP Environmental Science Summer Assignments are due on Friday September 9th, 2011
——————————————
|
Name |
Abbr. |
Description |
|
Atomic Energy Act |
AEA |
-development and regulation of the use of nuclear materials and facilities in the US. |
|
Clean Air Act |
CAA |
Established primary and secondary air quality standards. |
|
Clean Water Acts |
CWA |
Regulates and enforces all discharge into water sources and wetland destruction/construction. |
|
Comprehensive Environmental Response, Compensation Liability Act |
CERCLA Superfund |
Established federal authority for emergency response and clean-up of hazardous substances. |
|
Consumer Product Safety Act |
CPSA |
to protect the public against unreasonable risks of injury associated with consumer products. |
|
Convention on International Trade in Endangered Species |
CITES |
Controls the exploitation of endangered species through international legislation. |
|
Emergency Planning & Community Right-To-Know Act |
EPCRA |
Requires reporting of toxic releases: Encourages response for chemical releases |
|
Endangered Species Act |
ESA |
Protects species that are considered to be threatened or endangered. |
|
Energy Policy and Conservation Act |
EPCA |
Authorizes the president to draw from the petroleum reserve as well as established a permanent home-heating oil reserve in the Northeast. |
|
Federal Food, Drug, and Cosmetic Act |
FDA |
Assures the safety, wholesomeness, efficacy, and truthful packaging and labeling of food, drugs, cosmetics, and medical devices. |
|
Federal Insecticide, Fungicide and Rodenticide Act |
FIFRA |
Requires that all pesticides are registered and approved by the FDA and creates a pesticide registry. |
|
Federal Water Pollution Control Act |
FWPCA |
Authorized the surgeon general of the Public Health Service, with others, to prepare comprehensive programs for eliminating or reducing the pollution of interstate waters and tributaries and improving the sanitary condition of surface and underground waters. |
|
Food Quality Protection Act |
FQPA |
Set pesticide limits in food, & all active and inactive ingredients must be screened for estrogenic/endocrine effects |
|
Hazardous Material Transportation Act |
HAZMAT |
Governs the transportation of hazardous materials and wastes. |
|
International Environmental Protection Act |
IEPA |
Authorized the president to assist countries in protecting and maintaining wildlife habitat, by the Agency for International Development. |
|
Kyoto Protocol |
KP |
Agreement among 150 nations requiring greenhouse gas emission reduction. |
|
Lacey Act |
LA |
A conservation law prohibiting the transportation of illegally captured or prohibited animals across state lines. …primarily used to prevent the importation or spread of potentially dangerous non-native species. |
|
Law of the Sea Convention |
LOSC |
International agreement that sets rules for the use of the world’s oceans. |
|
Low Level Radioactive Policy Act |
LLRPA |
All states must have facilities to handle low level radioactive wastes |
|
Madrid Protocol |
Moratorium on mineral exploration for 50 years in Antarctica |
|
|
Marine Plastic Pollution Research and Control Act |
MPPRCA |
Regulates the dumping of wastes into oceans and coastal waters |
|
Migratory Bird Hunting Stamp Act |
MBHSA |
Requires purchase of a stamp by waterfowl hunters. Revenue generated is used to acquire wetlands. |
|
Mining Act of 1872 |
MA |
United States federal law that authorizes and governs prospecting and mining for economic minerals on federal public lands. |
|
Montreal Protocol |
MP |
Banned the production of aerosols and initiated the phase out of all CFC’s. |
|
National Appliance Energy Act |
NAEA |
Set minimum efficiency standards for numerous categories of appliances. |
|
National Environmental Policy Act |
NEPA |
Authorized the Council on Environmental Quality as the oversight board for general conditions |
|
National Park Act |
NPA |
Created Yosemite and Yellowstone National Parks. |
|
Noise Control Act |
NCA |
Promotes a national environment free from noise that jeopardizes health and welfare. |
|
Nuclear Waste Policy Act |
NWPA |
Established a site to identify and construct an underground repository for spent nuclear reactor fuel and high-level radioactive waste from federal defense programs. |
|
Occupational Safety and Health Act |
OSHA |
Created to protect worker and health. |
|
Ocean Dumping Act |
ODA |
Makes it unlawful for any person to dump or transport for the purpose of dumping sewage, sludge, or industrial waste into ocean waters. |
|
Oil Pollution Act |
OPA |
-states “A company cannot ship oil into the United States until it presents a plan to prevent spills that may occur; must also have a detailed containment and cleanup plan in case of an oil spill.” |
|
Pollution Prevention Act |
PPA |
Requires facilities to reduce pollution at its source. Reduction can be in volume or toxicity. |
|
Quiet Communities Act |
QCA |
Provides for the coordination of federal research and activities in noise control. Authorized FAA funds for development of noise abatement plans around airports. |
|
Resource Conservation and Recovery Act |
RCRA |
Set minimal standards for all waste disposal facilities and for hazardous wastes. |
|
Safe Drinking Water Act |
SDWA |
The Environmental Protection Agency (EPA) is allowed to set the standards for drinking water quality and oversees all of the states, localities, and water suppliers. |
|
Soil and Water Conservation Act |
SWCA |
a continuing appraisal of US soil, water, and related resources, including fish and wildlife habitats, and a soil and water conservation program to assist landowners. |
|
Soil Conservation Act |
SCA |
deals with soil erosion problems, carries out soil surveys, and does research on soil salinity. |
|
Solid Waste Disposal Act |
SWDA |
To find better and more efficient ways to dispose of solid waste; promotes shredding and separation of waste and burning of remaining materials to produce stream or generate electricity; promotes recycling. |
|
Stockholm Declaration |
SD |
United Nations Conference on Human Environment having considered the need for a common outlook and principles to inspire and guide the peoples of the world in the preservation and enhancement of the human environment. |
|
Surface Mining Control and Reclamation Act |
SMCRA |
Requires restoration of abandoned mines. |
|
Toxic Substances Control Act |
TSCA |
EPA is given the ability to track the 75,000 industrial chemicals currently produced or imported into the United States. |
|
Water Resources Planning Act |
WRPA |
Provides for a plan to formulate and evaluate water and related land resources. |
|
Wilderness Act |
WA |
Allowed congress to set aside federally owned land for preservation. |
Chapter One and Two Vocab Assessment–
Friday September 17th, 2011
—————————-
AP Environmental Science Summer Assignments
THIS IS A ONE SEMESTER COLLEGE COURSE SPREAD OVER TWO SEMESTERS, WITH AN EXAM AT THE END TO DETERMINE IF YOU GET COLLEGE CREDIT.
PLEASE DO NOT FORGET THE ABOVE SENTENCE.
I NEED YOU ALL TO TAKE THIS COURSE SERIOUSLY, AND TO COMMIT NOW TO ALL OF THIS WORK, AND ALL FUTURE ASSIGNMENTS AND STUDIES. AND I ALSO NEED YOU TO ULTIMATELY WORK YOUR BUTT OFF UNTIL THE DAY OF THE EXAM IN MAY, WHICH IS THE WHOLE POINT OF THE COURSE.
ASSIGNMENT ONE-
First, We will be reading .
Your first task will be, of course, to get a copy of the book below, AND READ IT.
It can be found at most major book stores. You may also purchase the book on-line through Amazon.com,
where cheaper, used books are also available. See link below.
———————————————————————————————————
Saved By the Sea: A Love Story with Fish by David Helvarg
http://www.amazon.com/Saved-Sea-Love-Story-Fish/dp/0312567065#_
———————————————————————————————————————————–
You will also need a journal to document your ideas as you read. A composition book will work well and are readily
available and inexpensive. You may, however, choose a fancier journal if you prefer, or keep your journal in digital form on your computer, this is fine.
THE JOURNAL IS DUE THE FIRST DAY OF CLASS. IT WILL BE WORTH ONE TEST GRADE.
You will get a one grade reduction if you turn it in on the second day of class, if you turn in the assignment any time after that, the most you can get is 50%.
1. After you have completed each chapter, explain/describe it to yourself, really…. This can be as long or as short as you
prefer as long as you demonstrate understanding of the content, and list any word you did not know, and define it.
This will help you understand the book and learn from it as well.
2. Please feel free to include your own perspective as much as possible. Anytime you can include an example
from your own life do it! This will make your journal much more personal and help you remember what
you’ve read as well as demonstrate to me that you ‘get it.’
Logistics of completing this assignment:
1. Plan ahead and commit yourself to reading a pre-determined amount of chapters per day so that you’re
not overloaded with work the last few weeks of the summer. Also, set aside a specific time during the
day for reading and make sure your friends and family know that you are not to be disturbed during
this time. Don’t expect to get much reading done late at night while lying in bed; choose a time early in
the day. Complete the written portion of the assignment right after you finish reading each chapter.
2. If you choose to quote from the book, do so sparingly. I’ve read the book (more than once) and will
recognize when you aren’t using your own words. The idea is that you show you ‘get it’ and using
someone else’s words doesn’t demonstrate that.
3. You are welcome to discuss this assignment with friends that may also be taking the course, however, to
write about it yourself and be able to participate in class discussions based on the book, you’ll need to
have read it yourself. Be sure that your conversations don’t substitute for your own reading.
4. I don’t often recommend ‘lengths’ for the entries you give but experience has shown that in a
composition book, good entries are typically 2-3 journal pages per chapter.
Please let me know if you have any further questions on the assignment. I hope you will find the book interesting and
informative. I feel strongly that it will help give you a better understanding of many important environmental issues.
———————————————————————————————————————
Written Book Assessment- ONE TEST GRADE
1) List the title of the book, and the author.
2) Write an introductory paragraph explaining the main idea of the book and what the author
was trying to communicate.
3) Next, list 10-15 of the most important things you learned from reading this book. Include
page numbers for each notation. These can be direct quotations or paraphrases. Use
complete sentences and number your points. Your journal will be most helpful for this part as well.
4) Finally, offer your overall opinion of the book. What did you think of the author’s writing
style? The material in general? How did this book impact your life? What did you learn
that changed the way you think or act?
A. This must be typed, Times New Roman, 12-point font.
B. The book assessment should be 2-3 pages in length, 1.5 or double spaced. If your
assessment is under two pages or if it exceeds three pages, the highest grade you can
receive is a 70.
C. You will get a one grade reduction if you turn it in on the second day of class.
D. If you turn in the assignment any time after that, the most you can get is 50%.
————————————————————————————————————————
ASSIGNMENT TWO
Keep a Nature Journal – ONE TEST GRADE
Each week, you need to set aside 15-20 minutes to just sit outside somewhere and quietly
observe what is going on around you. Use all of your senses to really see, hear, smell and touch
the world in which you live. (I don’t recommend eating anything.) Pick a private, secluded spot
each time. You can use the same spot each time if you like, or a different place each time. After
quietly sitting, write about what you observed and how you felt. Remember; use all of your
senses. You should have at least 8 entries since the summer is about 8 weeks long. Each entry
is worth 4 points and must be at least 75 words in length. Don’t be afraid to write more!
It must be handwritten since you should be writing it outside. Same grading rules listed in assignments above apply!
————————————————————————————————————————
ASSIGNMENT THREE
1. Watch the video “Home” on Youtube.com (just click the word home in this sentence and it will take you to it), and answer the questions on this (just click this word and it will open) worksheet. When finished save it by adding your last name to the title and send the document to me at winchesterd@lynnschools.org , I must receive this by the first day of class. WORTH ONE QUIZ GRADE, SAME GRADING RULES FROM ABOVE APPLY.
2. Know the laws found at http://home.lcusd.net/lchs/mewoldsen/ReviewSheets-Enviroment&Society.htm and http://www.quia.com/cb/110617.html. There will be a quiz on the laws the second week of school.
3. There will be a quiz on the Vocabulary for Chapter 1 and Chapter 2 the first week back. Click each link, and it will take you to the vocab lists. It is mostly review material from previous science classes in your past.
4. Purchase a copy of Barron’s AP Environmental Science (Barron’s Ap Environmental Science Advanced Placement Examination) paperback. See link below. I have a digital copy of the practice exams in this book, and will gladly put a copy on your flash drive when we meet in September. So, get a flash drive if you don’t already have one. No assignment for this book, I just need you to have your own copy.
——————————————————————————————————————————————————————————————————————————
Okay, so that’s it for now, please do not hesitate to email me any questions you have about any of the above assignments or the course in general.
….so, on day one of class, I should have 3 test grades and one quiz grade for you from the above assignments, and two more quiz grades taken in class by end of week two of classes, take all of these seriously, because they will be determining who is committed to my class.
|
Name |
Abbr. |
Description |
|
Atomic Energy Act |
AEA |
-development and regulation of the use of nuclear materials and facilities in the US. |
|
Clean Air Act |
CAA |
Established primary and secondary air quality standards. |
|
Clean Water Acts |
CWA |
Regulates and enforces all discharge into water sources and wetland destruction/construction. |
|
Comprehensive Environmental Response, Compensation Liability Act |
CERCLA Superfund |
Established federal authority for emergency response and clean-up of hazardous substances. |
|
Consumer Product Safety Act |
CPSA |
to protect the public against unreasonable risks of injury associated with consumer products. |
|
Convention on International Trade in Endangered Species |
CITES |
Controls the exploitation of endangered species through international legislation. |
|
Emergency Planning & Community Right-To-Know Act |
EPCRA |
Requires reporting of toxic releases: Encourages response for chemical releases |
|
Endangered Species Act |
ESA |
Protects species that are considered to be threatened or endangered. |
|
Energy Policy and Conservation Act |
EPCA |
Authorizes the president to draw from the petroleum reserve as well as established a permanent home-heating oil reserve in the Northeast. |
|
Federal Food, Drug, and Cosmetic Act |
FDA |
Assures the safety, wholesomeness, efficacy, and truthful packaging and labeling of food, drugs, cosmetics, and medical devices. |
|
Federal Insecticide, Fungicide and Rodenticide Act |
FIFRA |
Requires that all pesticides are registered and approved by the FDA and creates a pesticide registry. |
|
Federal Water Pollution Control Act |
FWPCA |
Authorized the surgeon general of the Public Health Service, with others, to prepare comprehensive programs for eliminating or reducing the pollution of interstate waters and tributaries and improving the sanitary condition of surface and underground waters. |
|
Food Quality Protection Act |
FQPA |
Set pesticide limits in food, & all active and inactive ingredients must be screened for estrogenic/endocrine effects |
|
Hazardous Material Transportation Act |
HAZMAT |
Governs the transportation of hazardous materials and wastes. |
|
International Environmental Protection Act |
IEPA |
Authorized the president to assist countries in protecting and maintaining wildlife habitat, by the Agency for International Development. |
|
Kyoto Protocol |
KP |
Agreement among 150 nations requiring greenhouse gas emission reduction. |
|
Lacey Act |
LA |
A conservation law prohibiting the transportation of illegally captured or prohibited animals across state lines. …primarily used to prevent the importation or spread of potentially dangerous non-native species. |
|
Law of the Sea Convention |
LOSC |
International agreement that sets rules for the use of the world’s oceans. |
|
Low Level Radioactive Policy Act |
LLRPA |
All states must have facilities to handle low level radioactive wastes |
|
Madrid Protocol |
Moratorium on mineral exploration for 50 years in Antarctica |
|
|
Marine Plastic Pollution Research and Control Act |
MPPRCA |
Regulates the dumping of wastes into oceans and coastal waters |
|
Migratory Bird Hunting Stamp Act |
MBHSA |
Requires purchase of a stamp by waterfowl hunters. Revenue generated is used to acquire wetlands. |
|
Mining Act of 1872 |
MA |
United States federal law that authorizes and governs prospecting and mining for economic minerals on federal public lands. |
|
Montreal Protocol |
MP |
Banned the production of aerosols and initiated the phase out of all CFC’s. |
|
National Appliance Energy Act |
NAEA |
Set minimum efficiency standards for numerous categories of appliances. |
|
National Environmental Policy Act |
NEPA |
Authorized the Council on Environmental Quality as the oversight board for general conditions |
|
National Park Act |
NPA |
Created Yosemite and Yellowstone National Parks. |
|
Noise Control Act |
NCA |
Promotes a national environment free from noise that jeopardizes health and welfare. |
|
Nuclear Waste Policy Act |
NWPA |
Established a site to identify and construct an underground repository for spent nuclear reactor fuel and high-level radioactive waste from federal defense programs. |
|
Occupational Safety and Health Act |
OSHA |
Created to protect worker and health. |
|
Ocean Dumping Act |
ODA |
Makes it unlawful for any person to dump or transport for the purpose of dumping sewage, sludge, or industrial waste into ocean waters. |
|
Oil Pollution Act |
OPA |
-states “A company cannot ship oil into the United States until it presents a plan to prevent spills that may occur; must also have a detailed containment and cleanup plan in case of an oil spill.” |
|
Pollution Prevention Act |
PPA |
Requires facilities to reduce pollution at its source. Reduction can be in volume or toxicity. |
|
Quiet Communities Act |
QCA |
Provides for the coordination of federal research and activities in noise control. Authorized FAA funds for development of noise abatement plans around airports. |
|
Resource Conservation and Recovery Act |
RCRA |
Set minimal standards for all waste disposal facilities and for hazardous wastes. |
|
Safe Drinking Water Act |
SDWA |
The Environmental Protection Agency (EPA) is allowed to set the standards for drinking water quality and oversees all of the states, localities, and water suppliers. |
|
Soil and Water Conservation Act |
SWCA |
a continuing appraisal of US soil, water, and related resources, including fish and wildlife habitats, and a soil and water conservation program to assist landowners. |
|
Soil Conservation Act |
SCA |
deals with soil erosion problems, carries out soil surveys, and does research on soil salinity. |
|
Solid Waste Disposal Act |
SWDA |
To find better and more efficient ways to dispose of solid waste; promotes shredding and separation of waste and burning of remaining materials to produce stream or generate electricity; promotes recycling. |
|
Stockholm Declaration |
SD |
United Nations Conference on Human Environment having considered the need for a common outlook and principles to inspire and guide the peoples of the world in the preservation and enhancement of the human environment. |
|
Surface Mining Control and Reclamation Act |
SMCRA |
Requires restoration of abandoned mines. |
|
Toxic Substances Control Act |
TSCA |
EPA is given the ability to track the 75,000 industrial chemicals currently produced or imported into the United States. |
|
Water Resources Planning Act |
WRPA |
Provides for a plan to formulate and evaluate water and related land resources. |
|
Wilderness Act |
WA |
Allowed congress to set aside federally owned land for preservation. |
| ge structure | A population’s age structure—the proportions of individuals at various ages—can have a strong effect on how rapidly it increases or decreases in size. |
| biotic potential | Species vary in their biotic potential or capacity for population growth under ideal conditions. |
| carrying capacity (K) | Together, biotic potential and environmental resistance determine the carrying capacity (K): the maximum population of a given species that a particular habitat can sustain indefinitely without being degraded. |
| coevolution | When populations of two different species interact in this way over a such long period of time, changes in the gene pool of one species can lead to changes in the gene pool of the other species. Such changes can help both sides to become more competitive or can help to avoid or reduce competition. Biologists call this process coevolution. |
| commensalism | is an interaction that benefits one species but has little, if any, effect on the other. |
| ecological succession | The gradual change in species composition in a given area is called ecological succession, during which, some species colonize an area and their populations become more numerous, while populations of other species decline and may even disappear. |
| environmental resistance | is the combination of all factors that act to limit the growth of a population. |
| inertia, or persistence | It is useful to distinguish among two aspects of stability in living systems. One is inertia, or persistence: the ability of a living system, such as a grassland or a forest, to survive moderate disturbances. |
| interspecific competition | occurs when members of two or more species interact to gain access to the same limited resources such as food, light, or space. |
| intrinsic rate of increase (r) | is the rate at which the population of a species would grow if it had unlimited resources. |
| K-selected species | At the other extreme are competitor or K-selected species. They tend to reproduce later in life and have a small number of offspring with fairly long life spans. |
| logistic growth | involves rapid exponential population growth followed by a steady decrease in population growth until the population size levels off. |
| mutualism | two species behave in ways that benefit both by providing each with food, shelter, or some other resource. |
| parasitism | occurs when one species (the parasite) feeds on the body of, or the energy used by, another organism (the host), usually by living on or in the host. |
| population density | is the number of individuals in a population found in a particular area or volume. |
| population dynamics | Populations differ in factors such as their distribution, numbers, age structure (proportions of individuals in different age groups), and density (number of individuals in a certain space). Population dynamics is a study of how these characteristics of populations change in response to changes in environmental conditions. |
| predation | In predation, a member of one species (the predator) feeds directly on all or part of a living organism of another plant or animal species (the prey) as part of a food web. |
| predator | In predation, a member of one species (the predator) feeds directly on all or part of a living organism of another plant or animal species (the prey) as part of a food web. |
| predator–prey relationship | Together, the two different species, such as lions (the predator or hunter) and zebras (the prey or hunted), form a predator–prey relationship. |
| prey | In predation, a member of one species (the predator) feeds directly on all or part of a living organism of another plant or animal species (the prey) as part of a food web. |
| primary succession | involves the gradual establishment of biotic communities in lifeless areas where there is no soil in a terrestrial ecosystem or no bottom sediment in an aquatic ecosystem. |
| r-selected species | Species have different reproductive patterns that can help enhance their survival. Species with a capacity for a high rate of population increase (r) are called r-selected species |
| resilience | A second factor is resilience: the ability of a living system to be restored through secondary succession after a moderate disturbance. |
| resource partitioning | It occurs when species competing for similar scarce resources evolve specialized traits that allow them to use shared resources at different times, in different ways, or in different places. |
| secondary succession | The other more common type of ecological succession is called secondary succession, in which a series of communities or ecosystems with different species develop in places containing soil or bottom sediment. |
| tipping point | there are limits to the stresses that ecosystems and global systems such as climate can take. As a result, such systems can reach a tipping point, where any additional stress can cause the system to change in an abrupt and usually irreversible way that often involves collapse.——————————————————————————————————– |