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 Contents

About the Authors xi REVISIT THE KEY IDEAS 45

Preface xiii Check Your Understanding 46
Apply the Concepts 47
Chapter 1 Introduction to Environmental Measure Your Impact: Bottled Water versus
Science 1 Tap Water 47

Chapter Opener: To Frack, Or Not to Chapter 3 Ecosystem Ecology and

Frack 1 Biomes 48
UNDERSTAND THE KEY IDEAS 2 Chapter Opener: Reversing the Deforestation
Environmental science offers important insights of Haiti 49
into our world and how we influence it 2
UNDERSTAND THE KEY IDEAS 50
Humans alter natural systems 3
Energy flows through ecosystems 50
Environmental scientists monitor natural systems
Matter cycles through the biosphere 54
for signs of stress 4
Global processes determine weather and
Human well-being depends on sustainable
climate 61
practices 11
Variations in climate determine Earth’s dominant
Science is a process 14
plant growth forms 65
Environmental science presents unique
WORKING TOWARD SUSTAINABILITY
challenges 18
Is Your Coffee Made in the Shade? 76
WORKING TOWARD SUSTAINABILITY
Using Environmental Indicators to Make a Better REVISIT THE KEY IDEAS 77
City 19 Check Your Understanding 78
REVISIT THE KEY IDEAS 21 Apply the Concepts 79
Check Your Understanding 21 Measure Your Impact: Atmospheric Carbon
Apply the Concepts 22 Dioxide 79
Measure Your Impact: Exploring Your Footprint 23 Chapter 4 Evolution, Biodiversity, and
Community Ecology 80
Chapter 2 Matter, Energy, and Change 24
Chapter Opener: The Dung of the Devil 81
Chapter Opener: A Lake of Salt Water, Dust UNDERSTAND THE KEY IDEAS 82
Storms, and Endangered Species 25
Evolution is the mechanism underlying
UNDERSTAND THE KEY IDEAS 26 biodiversity 82
Earth is a single interconnected system 26 Evolution shapes ecological niches and
All environmental systems consist of matter 27 determines species distributions 87
Energy is a fundamental component of Population ecologists study the factors that
environmental systems 34 regulate population abundance and
Energy conversions underlie all ecological distribution 91
processes 39 Growth models help ecologists understand
Systems analysis shows how matter and energy population changes 93
flow in the environment 40 Community ecologists study species
Natural systems change across space and interactions 97
over time 43 The composition of a community changes over
WORKING TOWARD SUSTAINABILITY time and is influenced by many factors 101
Managing Environmental Systems in the Florida WORKING TOWARD SUSTAINABILITY
Everglades 43 Bringing Back the Black-Footed Ferret 103

CONTENTS ■ vii
 REVISIT THE KEY IDEAS 104 Measure Your Impact: What is the Impact of Your
Check Your Understanding 105 Diet on Soil Dynamics? 155
Apply the Concepts 106
Measure Your Impact: The Living Planet Index 106 Chapter 7 Land Resources and
Agriculture 156
Chapter 5 Human Population Growth 108 Chapter Opener: A Farm Where Animals Do
Most of the Work 157
Chapter Opener: The Environmental
Implications of China’s Growing UNDERSTAND THE KEY IDEAS 158
Population 109 Human land use affects the environment in many
ways 158
UNDERSTAND THE KEY IDEAS 110
Land management practices vary according to
Scientists disagree on Earth’s carrying their classification and use 160
capacity 110
Residential land use is expanding 163
Many factors drive human population
growth 111 Agriculture has generally improved the human
diet but creates environmental problems 165
Many nations go through a demographic
transition 117 Alternatives to industrial farming methods are
gaining more attention 171
Population size and consumption interact to
influence the environment 120 Modern agribusiness includes farming meat and
fish 174
Sustainable development is a common, if
elusive, goal 125 WORKING TOWARD SUSTAINABILITY
WORKING TOWARD SUSTAINABILITY The Dudley Street Neighborhood 176
Gender Equity and Population Control in REVISIT THE KEY IDEAS 177
Kerala 126 Check Your Understanding 178
REVISIT THE KEY IDEAS 127 Apply the Concepts 179
Check Your Understanding 128 Measure Your Impact: The Ecological Footprint of
Apply the Concepts 129 Food Consumption 179
Measure Your Impact: National Footprints 129
Chapter 8 Nonrenewable and Renewable
Energy 180
Chapter 6 Geologic Processes, Soils, and
Minerals 130 Chapter Opener: All Energy Use Has
Consequences 181
Chapter Opener: Are Hybrid Electric
Vehicles as Environmentally Friendly as We UNDERSTAND THE KEY IDEAS 182
Think? 131 Nonrenewable energy accounts for most of our
energy use 182
UNDERSTAND THE KEY IDEAS 132
Fossil fuels provide most of the world’s energy
The availability of Earth’s resources was but the supply is limited 186
determined when the planet formed 132
Nuclear energy offers benefits and
Earth is dynamic and constantly changing 133 challenges 190
The rock cycle recycles scarce minerals and We can reduce dependence on fossil fuels by
elements 141 reducing demand, and by using renewable
Soil links the rock cycle and the biosphere 144 energy and biological fuels 194
The uneven distribution of mineral resources has Energy from the Sun can be captured directly
social and environmental consequences 149 from the Sun, Earth, wind, and hydrogen 202
WORKING TOWARD SUSTAINABILITY How can we plan our energy future? 209
Mine Reclamation and Biodiversity 153 WORKING TOWARD SUSTAINABILITY
REVISIT THE KEY IDEAS 154 Meet TED: The Energy Detective 210
Check Your Understanding 154 REVISIT THE KEY IDEAS 211
Apply the Concepts 155 Check Your Understanding 212

viii ■ CONTENTS
 Apply the Concepts 213 Indoor air pollution is a significant hazard,
Measure Your Impact: Choosing a Car: Conventional particularly in developing countries 259
or Hybrid? 213 WORKING TOWARD SUSTAINABILITY
A New Cook Stove Design 262
Chapter 9 Water Resources and Water REVISIT THE KEY IDEAS 263
Pollution 214 Check Your Understanding 263
Apply the Concepts 264
Chapter Opener: The Chesapeake Bay 215
Measure Your Impact: Mercury Release From
UNDERSTAND THE KEY IDEAS 216 Coal 265
Water is abundant but usable water
is rare 216 Chapter 11 Solid Waste Generation and
Humans use and sometimes overuse water for Disposal 266
agriculture, industry, and households 220
Chapter Opener: Paper or Plastic? 267
The future of water availability depends
on many factors 224 UNDERSTAND THE KEY IDEAS 268
Water pollution has many sources 226 Humans generate waste that other organisms
We have technologies to treat wastewater cannot use 268
from humans and livestock 228 The three Rs and composting divert materials
Many substances pose serious threats from the waste stream 272
to human health and the environment 230 Currently, most solid waste is buried in landfills
Oil pollution can have catastrophic or incinerated 277
environmental impacts 233 Hazardous waste requires special means of
A nation’s water quality is a reflection disposal 282
of its water laws and their enforcement 234 There are newer ways of thinking about solid
WORKING TOWARD SUSTAINABILITY waste 284
Is the Water in Your Toilet Too WORKING TOWARD SUSTAINABILITY
Clean? 236 Recycling E-Waste in Chile 287
REVISIT THE KEY IDEAS 237 REVISIT THE KEY IDEAS 288
Check Your Understanding 238 Check Your Understanding 288
Apply the Concepts 239 Apply the Concepts 289
Measure Your Impact: Gaining Access Measure Your Impact: Understanding Household
to Safe Water and Proper Sanitation 239 Solid Waste 289

Chapter 10 Air Pollution 240 Chapter 12 Human Health Risk 290

Chapter Opener: Cleaning Up in Chapter Opener: Citizen Scientists 291
Chattanooga 241 UNDERSTAND THE KEY IDEAS 292
UNDERSTAND THE KEY IDEAS 242 Human health is affected by a large number of
risk factors 292
Air pollutants are found throughout the entire
global system 242 Infectious diseases have killed large numbers of
people 294
Air pollution comes from both natural and
human sources 247 Toxicology is the study of chemical
risks 298
Photochemical smog is still an environmental
problem in the United States 249 Scientists can determine the concentrations of
chemicals that harm organisms 300
Acid deposition is much less of a problem
than it used to be 251 Risk analysis helps us assess, accept, and
manage risk 305
Pollution control includes prevention,
technology, and innovation 253 WORKING TOWARD SUSTAINABILITY
The stratospheric ozone layer provides The Global Fight Against Malaria 310
protection from ultraviolet solar radiation 256 REVISIT THE KEY IDEAS 311

CONTENTS ■ ix
 Check Your Understanding 312 The Kyoto Protocol addresses climate change at
Apply the Concepts 313 the international level 357
Measure Your Impact: How Does Risk Affect Your WORKING TOWARD SUSTAINABILITY
Life Expectancy? 313 Local Governments and Businesses Lead the Way
on Reducing Greenhouse Gases 358
Chapter 13 Conservation of Biodiversity 314 REVISIT THE KEY IDEAS 359
Chapter Opener: Modern Conservation Check Your Understanding 360
Legacies 315 Apply the Concepts 361
UNDERSTAND THE KEY IDEAS 316 Measure Your Impact: Carbon Produced by Different
Modes of Travel 361
We are in the midst of a sixth mass
extinction 316
Declining biodiversity has many causes 320 Chapter 15 Environmental Economics,
The conservation of biodiversity often focuses on Equity, and Policy 362
single species 327 Chapter Opener: Assembly Plants, Free
The conservation of biodiversity sometimes Trade, and Sustainable Systems 363
focuses on protecting entire ecosystems 329
UNDERSTAND THE KEY IDEAS 364
WORKING TOWARD SUSTAINABILITY
Sustainability is the ultimate goal of sound
Swapping Debt for Nature 332
environmental science and policy 364
REVISIT THE KEY IDEAS 333
Economics studies how scarce resources are
Check Your Understanding 334 allocated 364
Apply the Concepts 335 Economic health depends on the availability
Measure Your Impact: How Large Is Your of natural capital and basic human
Home? 335 welfare 369
Agencies, laws, and regulations are designed to
Chapter 14 Climate Alteration and Global protect our natural and human capital 371
Warming 336 There are several approaches to measuring and
achieving sustainability 375
Chapter Opener: Walking on Thin Ice 337
Two major challenges of our time are reducing
UNDERSTAND THE KEY IDEAS 338 poverty and stewarding the environment 377
Global change includes global climate change WORKING TOWARD SUSTAINABILITY
and global warming 338 Reuse-A-Sneaker 380
Solar radiation and greenhouse gases make our REVISIT THE KEY IDEAS 381
planet warm 339
Check Your Understanding 382
Sources of greenhouse gases are both natural
Apply the Concepts 383
and anthropogenic 342
Measure Your Impact: GDP and Footprints 383
Changes in CO2 and global temperatures have
been linked for millennia 345
Appendix: Fundamentals of Graphing APP-1
Feedbacks can increase or decrease the impact
of climate change 352 Bibliography BIB-1
Global warming has serious consequences for Glossary GL-1
the environment and organisms 353 Index I-1

x ■ CONTENTS
 About the Authors
Andrew Friedland is Richard and Jane Pearl Professor in Environmental Studies and
chair of the Environmental Studies Program at Dartmouth College. Andy regularly teaches
introductory environmental science and energy courses at Dartmouth and has taught
courses in forest biogeochemistry, global change, and soil science, as well as foreign study
courses in Kenya. In 2015, Andy brought his introductory environmental science course to
the massive, open, online course format through the DartmouthX platform.
Andy received a BA degree in both biology and environmental studies, and a PhD in
earth and environmental science from the University of Pennsylvania. For more than two
decades, Andy has been investigating the effects of air pollution on the cycling of carbon,
nitrogen, and lead in high-elevation forests of New England and the Northeast. Recently,
he has been examining the impact of increased demand for wood as a fuel, and the subse-
quent effect on carbon stored deep in forest soils.
[Nancy Nutile-McMenemy] Andy has served on panels for the National Science Foundation, USDA Forest Service,
and Science Advisory Board of the Environmental Protection Agency. He has authored or
coauthored more than 65 peer-reviewed publications and one book, Writing Successful Sci-
ence Proposals (Yale University Press).
Andy is passionate about saving energy and can be seen wandering the halls of the Envi-
ronmental Studies Program at Dartmouth with a Kill A Watt meter, determining the elec-
tricity load of vending machines, data projectors, and computers. He pursues energy saving
endeavors in his home as well and recently installed a 4kW photovoltaic tracker that follows
the Sun during the day.

Rick Relyea is the David Darrin Senior ‘40 Endowed Chair in Biology and the Executive
Director of the Darrin Freshwater Institute at the Rensselaer Institute of Technology. Rick
teaches courses in ecology, evolution, and animal behavior at the undergraduate and
graduate levels. He received a BS in environmental forest biology from the State University
of New York College of Environmental Science and Forestry, an MS in wildlife manage-
ment from Texas Tech University, and a PhD in ecology and evolution from the University
of Michigan.
Rick is recognized throughout the world for his work in the fields of ecology, evolu-
tion, animal behavior, and ecotoxicology. He has served on multiple scientific panels for
the National Science Foundation and the Environmental Protection Agency. For two
decades, he has conducted research on a wide range of topics, including predator-prey
[Brian Mattes] interactions, phenotypic plasticity, eutrophication of aquatic habitats, sexual selection, dis-
ease ecology, long-term dynamics of populations and communities across the landscape,
and pesticide impacts on aquatic ecosystems. He has authored more than 130 scientific
articles and book chapters, presented research seminars throughout the world, and
co-authored the leading ecology textbook, Ecology: The Economy of Nature. Rick recently
moved to Rensselaer from University of Pittsburgh, where he was named the Chancellor’s
Distinguished Researcher in 2005 and received the Tina and David Bellet Teaching Excel-
lence Award in 2014.
Rick’s commitment to the environment extends to his personal life. He lives in a
home constructed with a passive solar building design and equipped with active solar panels
on the roof.

ABOUT THE AUTHORS ■ xi

Content Advisory Board

Art Samel is an associate professor and chair of Michael L. Denniston was an associate professor of
geography at the School of Earth, Environment and chemistry at Georgia Perimeter College, where he
Society at Bowling Green University. taught general chemistry and environmental science.

Teri C. Balser is Dean of Teaching and Learning for Jeffery A. Schneider is an associate professor of envi-
the Faculty of Science and Engineering at Curtin ronmental chemistry at the State University of New
University, Australia York in Oswego, New York. He teaches general
chemistry, environmental science, and environmental
Dean Goodwin is an adjunct faculty member at chemistry.
Plymouth State University, the University of New
Hampshire, and Rappahannock Community College,
Virginia.

xii ■ CONTENT ADVISORY BOARD

 Preface

We are delighted to introduce the second edition of Essentials of Environmental Science.

Our mission has been to create a book that provides streamlined coverage of the core
topics in the first environmental science course while also presenting a contemporary,
holistic approach to learning about Earth and its inhabitants. The book not only
engages the fundamentals of environmental science but also shows students how envi-
ronmental science informs sustainability, environmental policies, economics, and per-
sonal choices.
This book took shape over the course of a decade. Subject to a rigorous development
and review process to make sure that the material is as accurate, clear, and engaging as
possible, we wrote and rewrote until we got it right. College instructors and specialists
in specific topics have checked to make sure we are current and pedagogically sound.
The art development team worked with us on every graphic and photo researchers sifted
through thousands of possibilities until we found the best choice for each concept we
wished to illustrate. The end-of-chapter problems and solutions were also subject to
review by both instructors and students. Here’s what we think is special.

A Balanced Approach
with Emphasis on the Essentials
Daily life is filled with decisions large and small that affect our environment. From the
food we eat, to the cars we drive or choose not to drive, to the chemicals we put into
the water, soil, and air, the impact of human activity is wide-ranging and deep. And yet
decisions about the environment are not often easy or straightforward. Is it better for the
environment to purchase a new, energy-efficient hybrid car or to continue using the car
you already own, or to ride a bicycle or take public transportation? Can we find ways to
encourage development without creating urban sprawl? Should a dam that provides
electricity for 70,000 homes be removed because it interferes with the migration of
salmon?
As educators, scientists, and people concerned about sustainability, our goal is to help
today’s students prepare for the challenges they will face in the future. Essentials of
Environmental Science does not preach or tell students how to conduct their lives. Rather,
we focus on the science and show students how to make decisions based on their own
assessments of the evidence.

Ideal for a One-Semester First Course in Environmental Science

Essentials of Environmental Science contains 15 chapters, which is ideal for an initial, one-
semester course. At a rate of one chapter per week, both instructors and students are able
to get through the entire book in a given semester, therefore maximizing its use.

Focus on Core Content

We understand that students drawn to this course may have a variety of backgrounds.
Through its streamlined presentation of core content and issues, Essentials of Environmen-
tal Science seeks to stimulate and inspire students who may never take another science
course. At the same time, our text includes coverage appropriate for students who will
go on to further studies in science.

PREFACE ■ xiii
A Pedagogical Framework
to Reinforce Classroom Learning
We have built each chapter on a framework of learning tools that will help students get the
most out of their first course in environmental science. Pedagogical features include:
■ Chapter opening case studies: Each chapter opens with a detailed case study that

motivates the student by showing the subject of the chapter in a real-world context.
■ Understand the Key Ideas: A list of key concepts follows the opening case. This
tool helps students organize and focus their study.
■ Gauge Your Progress: After each major chapter section, these review questions ask
students to test their understanding of the material.
■ Photos and line art: Developed in conjunction with the text by specialists in the
field of science illustration, figures have been selected and rendered for maximum visual
impact.
■ Revisit the Key Ideas: Chapter summaries are built around the Key Ideas list to
reinforce chapter concepts.
■ Working Toward Sustainability: Chapters conclude with an inspiring story of
people or organizations that are making a difference to the environment.
■ Check Your Understanding: At the end of each chapter, Check Your
Understanding questions, in multiple-choice format, test student comprehension.
■ Apply the Concepts: A multilevel response question at the end of each chapter helps
students solidify their understanding of key concepts by applying what they have
learned in the chapter to relevant situations.
■ Measure Your Impact: In the Measure Your Impact question at the end of each
chapter, students are asked to calculate and answer everyday problem scenarios to assess
their environmental impact and make informed decisions.
■ Graphing Appendix: A graphing appendix at the end of the book helps students
review graphing essentials.

We’d Love to Hear from You

Our goal—to create a balanced, holistic approach to the study of environmental science—has
brought us in contact with hundreds of professionals and students. We hope this book inspires
you as you have inspired us. Let us know how we’re doing! Feel free to get in touch with
Andy at [email protected] and Rick at [email protected].

xiv ■ PREFACE
 Supplements

For the Instructor

Teaching Tips offer a chapter-by-chapter guide to help instructors plan lectures. Each chapter’s Teaching Tips out-
line common student misconceptions, providing suggestions for in- and out-of-class activities and a list of suggested
readings and websites.

Lecture PowerPoints have been pre-built for every chapter with your student in mind. Each lecture outline fea-
tures text, figures, photos, and tables to help enhance your lecture.

JPEGs for every figure from the text–including their labels–are available in high resolution to incorporate in your
lectures.

Labs give your students the opportunity to apply key concepts, collect data, and think critically about their
findings.

Printed Test Bank includes approximately 100 multiple-choice, free-response, and footprint calculation questions
per chapter. These questions are tagged to the “Key Ideas” for each chapter and organized by their level of
difficulty.

Computerized Test Bank includes all of the printed test bank questions in an easy-to-use computerized format.
The software allows instructors to add and edit questions and prepare quizzes and tests quickly and easily.

Course Management Coursepacks include the student and instructor materials in Blackboard, WebCT, and
other selected platforms.

For the Student

The following resources are available for students online at www.macmillanhighered.com/friedlandessentials2e:
Flash Cards
Drag and Drop Exercises
Labs
Science Applied Essays

SUPPLEMENTS ■ xv
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Acknowledgments

From Andy Friedland . . . Ann Heath, Becky Kohn, Lee Wilcox, Karen Misler,
A large number of people have contributed to this Cathy Murphy, Hélène de Portu, Beth Howe, and
book in a variety of ways. I would like to thank all of Debbie Clare. I especially want to thank Lee Wilcox
my teachers, students, and colleagues. Professors for art assistance, and much more, including numerous
Robert Giegengack and Arthur Johnson introduced phone conversations. Thanks also to Bill Minick, Julio
me to environmental science as an undergraduate and Espin, Christine Buese, and Tracey Kuehn. We were
a graduate student. My colleagues in the Environmental grateful to David Courard-Hauri for help with the first
Studies Program at Dartmouth have contributed in edition.
numerous ways. I thank Doug Bolger, Michael Dorsey, Taylor Hornig, Susan Weisberg, Susan Milord, Carrie
Karen Fisher-Vanden, Coleen Fox, Jim Hornig, Rich Larabee, Kim Wind, and Lauren Gifford provided edito-
Howarth, Ross Jones, Anne Kapuscinski, Karol rial, administrative, logistical, and other support.
Kawiaka, Rosi Kerr, David Mbora, Jill Mikucki, Terry I’d also like to acknowledge Dick and Janie Pearl
Osborne, Darren Ranco, Bill Roebuck, Jack Shep- for friendship, and support through the Richard and
herd, Chris Sneddon, Scott Stokoe, Ross Virginia, and Jane Pearl Professorship in Environmental Studies.
D.G. Webster for all sorts of contributions to my Finally, I’d like to thank Katie, Jared, and Ethan
teaching in general and to this book. Friedland, and my mother, Selma, for everything.
In the final draft, four Dartmouth undergraduates
who have taken courses from me, Matt Nichols, Travis From Rick Relyea . . .
Price, Chris Whitehead, and Elizabeth Wilkerson, First and foremost I would like to thank my family—
provided excellent editorial, proofreading, and writing my wife Christine and my children Isabelle and Wyatt.
assistance. Many other colleagues have had discussions Too many nights and weekends were taken from them
with me or evaluated sections of text including Bill and given to this textbook and they never complained.
Schlesinger, Ben Carton, Jon Kull, Jeff Schneider, Their presence and patience continually inspired me to
Jimmy Wu, Colin Calloway, Joel Blum, Leslie Sonder, push forward and complete the project.
Carl Renshaw, Xiahong Feng, Bob Hawley, Meredith Much of the writing coincided with a sabbatical
Kelly, Rosi Kerr, Jay Lawrence, Jim Labelle, Tim that I spent in Montpellier, France. I am indebted to
Smith, Charlie Sullivan, Jenna Pollock, Jim Kaste, Philippe Jarne and Patrice David for supporting and
Carol Folt, Celia Chen, Matt Ayres, Becky Ball, Kathy funding my time at the Centre d’Ecologie Fonction-
Cottingham, Mark McPeek, David Peart, Lisa Adams, nelle et Evolutive. I am also indebted to many
and Richard Waddell. Graduate students and recent individuals at my home institution for supporting my
graduate students Andrew Schroth, Lynne Zummo, sabbatical, including Graham Hatfull and James
Rachel Neurath, and Chelsea Vario also contributed. Knapp.
Four friends helped me develop the foundation for Finally, I would like to thank the many people at W.
this textbook and shared their knowledge of environ- H. Freeman who helped guide me through the publica-
mental science and writing. I wish to acknowledge tion process and taught me a great deal. As with any
Dana Meadows and Ned Perrin, both of whom have book, a tremendous number of people were responsible,
since passed away, for all sorts of contributions during including many whom I have never even met. I would
the early stages of this work. Terry Tempest Williams especially like to thank Jerry Correa for convincing me
has been a tremendous source of advice and wisdom to join this project. I thank Becky Kohn, Karen Misler,
about topics environmental, scientific, and practical. Cathy Murphy, and Lee Wilcox for translating my
Jack Shepherd contributed a great deal of wisdom words and art ideas into a beautiful final product. Addi-
about writing and publishing. tional credit goes to Norma Roche and Fred Burns for
John Winn, Paul Matsudeiro, and Neil Campbell their copyediting, and to Debbie Goodsite and Ted
offered guidance with my introduction to the world of Szczepanski for finding great photos no matter how odd
publishing. Beth Nichols and Tom Corley helped me my request. Thanks also to Bill Minick, Julio Espin,
learn about the wide variety of environmental science Christine Buese, and Tracey Kuehn. Finally, I thank
courses that are being taught in the United States. Ann Heath and Beth Howe for ensuring a high-
A great many people worked with me at or through quality product and the dozens of reviewers who
W. H. Freeman and provided all kinds of assistance. I constantly challenged Andy and me to write a clear,
particularly would like to acknowledge Jerry Correa, correct, and philosophically balanced textbook.

xvi ■ ACKNOWLEDGMENTS
Reviewers
We would like to extend our deep appreciation to the following instructors who reviewed the book manuscript
at various stages of development. The content experts who carefully reviewed chapters in their area of expertise
are designated with an asterisk (*).

M. Stephen Ailstock, Anne Arundel Community College Caroline A. Karp, Brown University
Deniz Z. Altin-Ballero, Georgia Perimeter College Erica Kipp, Pace University, Pleasantville/Briarcliff
Daphne Babcock, Collin County Community College District Christopher McGrory Klyza, Middlebury College*
Jay L. Banner, University of Texas at San Antonio Frank T. Kuserk, Moravian College
James W. Bartolome, University of California, Berkeley Matthew Landis, Middlebury College*
Brad Basehore, Harrisburg Area Community College Kimberly Largen, George Mason University
Ray Beiersdorfer, Youngstown State University Larry L. Lehr, Baylor University
Grady Price Blount, Texas A&M University, Corpus Christi Zhaohui Li, University of Wisconsin, Parkside
Edward M. Brecker, Palm Beach Community College, Thomas R. MacDonald, University of San Francisco
Boca Raton Robert Stephen Mahoney, Johnson & Wales University
Anne E. Bunnell, East Carolina University Bryan Mark, Ohio State University, Columbus Campus
Ingrid C. Burke, Colorado State University Paula J.S. Martin, Juniata College
Anya Butt, Central Alabama Community College Robert J. Mason, Tennessee Temple University
John Callewaert, University of Michigan* Michael R. Mayfield, Ball State University
Kelly Cartwright, College of Lake County Alan W. McIntosh, University of Vermont
Mary Kay Cassani, Florida Gulf Coast University Kendra K. McLauchlan, Kansas State University*
Young D. Choi, Purdue University Calumet Patricia R. Menchaca, Mount San Jacinto Community College
John C. Clausen, University of Connecticut* Dorothy Merritts, Franklin and Marshall College*
Richard K. Clements, Chattanooga State Technical Bram Middeldorp, Minneapolis Community and Technical
Community College College
Jennifer Cole, Northeastern University Tamera Minnick, Mesa State College
Stephen D. Conrad, Indiana Wesleyan University Mark Mitch, New England College
Terence H. Cooper, University of Minnesota Ronald Mossman, Miami Dade College, North
Douglas Crawford-Brown, University of North Carolina at William Nieter, St. John’s University
Chapel Hill Mark Oemke, Alma College
Wynn W. Cudmore, Chemeketa Community College Victor Okereke, Morrisville State College
Katherine Kao Cushing, San Jose State University Duke U. Ophori, Montclair State University
Maxine Dakins, University of Idaho Chris Paradise, Davidson College
Robert Dennison, Heartland Community College Clayton A. Penniman, Central Connecticut State University
Michael Denniston, Georgia Perimeter College Christopher G. Peterson, Loyola University Chicago
Roman Dial, Alaska Pacific University Craig D. Phelps, Rutgers, The State University of New Jersey,
Robert Dill, Bergen Community College New Brunswick
Michael L. Draney, University of Wisconsin, Green Bay F. X. Phillips, McNeese State University
Anita I. Drever, University of Wyoming* Rich Poirot, Vermont Department of Environmental
James Eames, Loyola University New Orleans Conservation*
Kathy Evans, Reading Area Community College Bradley R. Reynolds, University of Tennessee, Chattanooga
Mark Finley, Heartland Community College Amy Rhodes, Smith College*
Eric J. Fitch, Marietta College Marsha Richmond, Wayne State University
Karen F. Gaines, Northeastern Illinois University Sam Riffell, Mississippi State University
James E. Gawel, University of Washington, Tacoma Jennifer S. Rivers, Northeastern Illinois University
Carri Gerber, Ohio State University Agricultural Technical Ellison Robinson, Midlands Technical College
Institute Bill D. Roebuck, Dartmouth Medical School*
Julie Grossman, Saint Mary’s University, Winona Campus William J. Rogers, West Texas A&M University
Lonnie J. Guralnick, Roger Williams University Thomas Rohrer, Central Michigan University
Sue Habeck, Tacoma Community College Aldemaro Romero, Arkansas State University
Hilary Hamann, Colorado College William R. Roy, University of Illinois at Urbana-Champaign
Sally R. Harms, Wayne State College Steven Rudnick, University of Massachusetts, Boston
Barbara Harvey, Kirkwood Community College Heather Rueth, Grand Valley State University
Floyd Hayes, Pacific Union College Eleanor M. Saboski, University of New England
Keith R. Hench, Kirkwood Community College Seema Sah, Florida International University
William Hopkins, Virginia Tech* Shamili Ajgaonkar Sandiford, College of DuPage
Richard Jensen, Hofstra University Robert M. Sanford, University of Southern Maine
Sheryll Jerez, Stephen F. Austin State University Nan Schmidt, Pima Community College
Shane Jones, College of Lake County Jeffery A. Schneider, State University of New York at Oswego

ACKNOWLEDGMENTS ■ xvii
(reviewers continued)

Bruce A. Schulte, Georgia Southern University Melanie Szulczewski, University of Mary Washington
Eric Shulenberger, University of Washington Donald Thieme, Valdosta State University
Michael Simpson, Antioch University New England* Jamey Thompson, Hudson Valley Community College
Annelle Soponis, Reading Area Community College Tim Tibbets, Monmouth College
Douglas J. Spieles, Denison University John A. Tiedemann, Monmouth University
David Steffy, Jacksonville State University Conrad Toepfer, Brescia University
Christiane Stidham, State University of New York at Stony Todd Tracy, Northwestern College
Brook Steve Trombulak, Middlebury College
Peter F. Strom, Rutgers, The State University of New Jersey, Zhi Wang, California State University, Fresno
New Brunswick Jim White, University of Colorado, Boulder
Kathryn P. Sutherland, University of Georgia Rich Wolfson, Middlebury College*
Christopher M. Swan, University of Maryland, Baltimore C. Wesley Wood, Auburn University
County* David T. Wyatt, Sacramento City College
Karen Swanson, William Paterson University of New Jersey

xviii ■ ACKNOWLEDGMENTS
 Chapter Highlights

Students Are Engaged When Material

Is Made Relevant and Personal

Human Health Risk

Citizen Scientists

T
he neighborhood of Old Diamond in Norco, Loui- that the Shell refinery was releasing more than 0.9 million kg
siana, is composed of four city blocks located (2 million pounds) of toxic chemicals into the air each year.
between a chemical plant and an oil refinery, The fight against Shell met strong resistance from com-
both owned by the Shell Oil Company. There are pany officials and went on for 13 years. But in the end, Margie
approximately 1,500 residents in the neighbor- Richard won her battle. In 2002, Shell agreed to purchase the
hood, largely lower-income African Americans. In 1973, a pipe- homes of the Old Diamond neighborhood. The company also
line explosion blew a house off its foundation and killed two agreed to pay an additional $5 million for community devel-
residents. In 1988, an accident at the refinery killed seven opment and it committed to reducing air emissions from the

The unusually high rates of disease raised suspicions that the residents
were being affected by two nearby industrial facilities.

workers and sent more than 70 million kg (159 million pounds) refinery by 30 percent to help improve the air quality for those
of potentially toxic chemicals into the air. Nearly one-third of residents who remained in the area. In 2007, Shell agreed that
the children in Old Diamond suffered from asthma and there it had violated air pollution regulations in several of its Loui-
were many cases of cancer and birth defects. The unusually siana plants and paid the state of Louisiana $6.5 million in
high rates of disease raised suspicions that the residents were penalties.
being affected by the two nearby industrial facilities. For her tremendous efforts in winning the battle in
By 1989, local resident and middle school teacher Margie Norco, Margie Richard was the North American recipient of
Richard had seen enough. Richard organized the Concerned the Goldman Environmental Prize, which honors grassroots
Citizens of Norco. The primary goal of the group was to get environmentalists. Since then, Richard has brought her mes-
Shell to buy the residents’ properties at a fair price so they sage to many other minority communities located near large
could move away from the industries that were putting their polluting industries. She teaches
health at risk. Richard contacted environmental scientists and people that success requires a
quickly learned that to make a solid case to the company and combination of organizing people
to the U.S. Environmental Protection Agency (EPA), she needed to take action to protect their envi-
to be more than an organizer; she also needed to be a scientist. ronment and learning how to be a
The residents all knew that the local air had a foul smell, citizen scientist. ■
but they had no way of knowing which chemicals were pres-
ent or their concentrations. To determine whether the air they Sources: The Goldman Environmental
Prize: Margie Richard. http://www
were breathing exposed the residents to chemical concentra-
.goldmanprize.org/node/100;
tions that posed a health risk, the air had to be tested. Richard M. Scallan, Shell, DEQ settle emission
learned about specially built buckets that could collect air charges, Times-Picayune (New Orleans), Margie Richard became
samples. She organized a “Bucket Brigade” of volunteers and March 15, 2007. http://www.nola.com/ a citizen scientist to
news/t-p/riverparishes/index.ssf?/ help document the
slowly collected the data she and her collaborators needed. base/news-3/1173941825153360
As a result of these efforts, scientists were able to document .xml&coll=1.
health risk of nearby
chemical plants. [Photo
courtesy of Goldman
Environmental Prize]
b The citizens of Norco, Louisiana, live in the shadows of chemical
plants and oil refineries. [Mark Ludak/The Image Works] 291

Chapter Opening Case Studies

An intriguing case study launches each chapter and
prompts students to think about how environmental
challenges relate to them.

CHAPTER HIGHLIGHTS ■ xix

 Students Are Engaged When Material
Is Made Relevant and Personal (continued)

MEASURE YOUR IMPACT Measure Your Impact

What is the Impact of Your Diet on Soil Dynamics? In the rate of soil formation. Iowa has lost one-half of
the landmark 1997 report “Livestock Production: Energy
Inputs and the Environment,” Cornell University ecologist
its topsoil in 150 years of farming. That soil took
thousands of years to form.
In the end-of-chapter “Measure Your Impact”
David Pimentel wrote that feeding grain to cattle con-
sumes more resources than it yields, accelerates soil erosion, Over the course of 1 week, make a daily record of what
you eat and drink. At the end of the week, answer the fol-
exercises, students calculate and answer
and reduces the supply of food for the world’s people.
Some highlights of the report include the following: lowing questions:
(a) Evaluate the components of your diet for the
problem scenarios to assess their
r
&BDI
ZFBS
BO
FTUJNBUFE

NJMMJPO
UPOT
PG
QMBOU
QSPUFJO

is fed to U.S. livestock to produce an estimated 7 mil-
lion tons of animal protein for human consumption.
week. How many portions of animal protein did
you eat each day?
environmental impact and make informed
About 26 million tons of the livestock feed comes
from grains and 15 million tons from forage crops. For
(b) Most agricultural fields receive inputs of
phosphorus, calcium, and magnesium, which are decisions.
every kilogram of high-quality animal protein pro- usually obtained by mining rocks containing those
duced, livestock are fed nearly 6 kg of plant protein. elements, grinding them up, and adding them to
The 7 billion animals consume five times as much fertilizers. Assess the likely impact of this practice on
grain as the entire U.S. human population. the demand for certain rocks and on soil dynamics.
r
&WFSZ
LJMPHSBN
PG
CFFG
QSPEVDFE
UBLFT
 
MJUFST
(c) Describe changes you could make to your diet to
of water. Some 900 liters of water go into producing minimize the impacts you cited above.
a kilogram of wheat. Potatoes are even less “thirsty,” (d) How do you think your diet would compare to
at 500 liters per kilogram. that of a person in a developing country? How
r
"CPVU

QFSDFOU
PG
64
DSPQMBOE
JT
MPTJOH
TPJM
UP
would their ecological footprint compare to
erosion at 13 times the rate of soil formation. Soil yours? Hint: You may have to draw upon
loss is most severe in some of the richest farming previous chapters you have read as well as this South Dakota Wyoming
South Dakota
areas: Iowa, for example, loses topsoil at 30 times chapter to answer this question. Wyoming

Nebraska
Nebraska

Kansas
Colorado

Numerous U.S. Examples Colorado Kansas

New
Oklahoma
Mexico
Local and regional examples make
the material relevant. Oklahoma Texas

Water-level change 200 km

New Mexico in meters
Saturated thickness
More than 45
of Ogallala aquifer in meters
30 to 45 (b)
15 to 30 Less than 60
7 to 15 60 to 180
Texas 3 to 7 More than 180 (as much as
370 in some places)
–3 to +3

3 to 7
WORKING TOWARD SUSTAINABILITY 200 km 7 to 15

I
More than 15
n certain parts of the world, such as Unfortunately, many local and state (a)
the United States, sanitation regula-
tions impose such high standards on
Is the Water in regulations in the United States and
around the world do not allow use of
FIGURE 9.4 The Ogallala aquifer. The Ogallala aquifer, also called the High Plains aquifer,
is the largest in the United States, with a surface area of about 450,000 km2 (174,000 miles2).
household wastewater that we classify Your Toilet Too gray water. Some localities allow the (a) The change in water level from 1950 to 2005, mostly due to withdrawals for irrigation that
relatively clean water from bathtubs use of gray water only if it is treated, have exceeded the aquifer’s rate of recharge. (b) The current thickness of the aquifer.
and washing machines as contami- Clean? filtered, or delivered to lawns and gar-
nated. This water must then be treated dens through underground drip irri-
as sewage. We also use clean, drinkable water to flush gation systems to avoid potential bacterial contamination.
our toilets and water our lawns. Can we combine Arizona, a state in the arid Southwest, has some of the
these two observations to come up with a way to save least restrictive regulations. As long as a number of
water? One idea that is gaining popularity throughout guidelines are followed, homeowners are permitted to
the developed world is to reuse some of the water we reuse gray water. In 2009, in the face of a severe water
normally discard as waste. shortage, California reversed earlier restrictions on gray
This idea has led creative homeowners and plumb-
ers to identify two categories of wastewater in the
home: gray water and contaminated water. Gray water is
defined as the wastewater from baths, showers, bath-
room sinks, and washing machines. Although no one
would want to drink it, gray water is perfectly suitable
for watering lawns and plants, washing cars, and flush-
ing toilets. In contrast, water from toilets, kitchen sinks,
and dishwashers contains a good deal of waste and
contaminants and should therefore be disposed of in
the usual fashion.
Around the world, there are a growing number of
Working Toward Sustainability
commercial and homemade systems in use for storing
gray water to flush toilets and water lawns or gardens.
For example, a Turkish inventor has designed a house- At the end of each chapter, students are
hold system allowing the homeowner to pipe wastewa-
ter from the washing machine to a storage tank that inspired by a success story that focuses on
dispenses this gray water into the toilet bowl with each
flush (FIGURE 9.25).
Many cities in Australia have considered the use of gray
how environmental problems are being
water as a way to reduce withdrawals of fresh water and
reduce the volume of contaminated water that requires
addressed by individual action.
treatment.The city of Sydney estimates that 70 percent of
the water withdrawn in the greater metropolitan area is FIGURE 9.25 Reusing gray water. A Turkish inventor has
used in households, and that perhaps 60 percent of that designed a washing machine that pipes the relatively clean
water becomes gray water.The Sydney Water utility com- water left over from a washing machine, termed gray water, to
pany estimates that the use of gray water for outdoor a toilet, where it can be reused for flushing. Such technologies
purposes could save up to 50,000 L (13,000 gallons) per can reduce the amount of drinkable water used and the volume
household per year. of water going into sewage treatment plants. [Sevin Coskun]

APPLY THE CONCEPTS

Apply the Concepts
The Food and Drug Administration (FDA) has developed (a) Identify two major sources of mercury pollution
guidelines for the consumption of canned tuna fish. These and one means of controlling mercury pollution.
Multilevel response questions at the end guidelines were developed particularly for children, preg- (b) Explain how mercury is altered and finds its way
nant women, or women who were planning to become into albacore tuna fish.
of each chapter encourage students to pregnant, because mercury poses the most serious threat (c) Identify two health effects of methylmercury on
to these segments of society. However, the guidelines can humans.
apply chapter concepts to everyday be useful for everyone.

situations.

xx ■ CHAPTER HIGHLIGHTS
Exploring the Variety of Random
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