Significant ideas: 1) There is a wide spectrum of EVSs,

each with its own premises and implications 2). Historical

events, among other influences, affect the development of
environmental value systems (EVSs) and environmental
movements

Big questions
ž What value systems can you identify at play in the causes
and approaches to resolving the issues addressed in this
topic?
ž How does your own value system compare with others
you have encountered in the context of issues raised in
this topic?
Understandings
Statement Guidance
1.1.U1 1.1.U1 Significant historical influences on 1: A variety of significant historical influences could
the development of the environmental be covered, but with a minimum of three in-depth
movement have come from literature, the media, examples. Possible examples could include: James
major environmental disasters, international Lovelock’s development of the Gaia hypothesis;
agreements and technological developments Minamata disaster; Rachel Carson’s book Silent
Spring (1962);, Davis Guggenheim’s documentary An
Inconvenient Truth (2006); Chernobyl disaster of
1986; Fukushima Daiihi nuclear disaster of 2011;
whaling; Bhopal disaster of 1984; Gulf of Mexico oil
spill of 2010; Chipko movement; Rio Earth Summit
2012 (Rio+20); Earth Day; Green Revolution;
Copenhagen Accord; recent or local events of
student interest.
2: In the range of historical influences selected, it is
beneficial to have both local and global examples.
Understandings
Statement Guidance
1.1.U2 An EVS is a worldview or paradigm that shapes A society is an arbitrary group of individuals who
the way an individual, or group of people, share some common characteristics, such as
perceives and evaluates environmental issues, geographical location, cultural background, historical
influenced by cultural, religious, economic and timeframe, religious perspective, value system and
socio-political contexts. so on.

1.1.U3 An EVS might be considered as a system in the EVSs are individual; there is no “wrong” EVS.
sense that it may be influenced by education,
experience, culture and media (inputs), and
involves a set of interrelated premises, values
and arguments that can generate consistent
decisions and evaluations (outputs).
1.1.U4 There is a spectrum of EVSs, from ecocentric
through anthropocentric to technocentric value
systems
Understandings
Statement Guidance
1.1.U5 An ecocentric viewpoint integrates social,
spiritual and environmental dimensions into a
holistic ideal. It puts ecology and nature as
central to humanity and emphasizes a less
materialistic approach to life with greater self-
sufficiency of societies. An ecocentric viewpoint
prioritizes biorights, emphasizes the importance
of education and encourages self-restraint in
human behaviour.
1.1.U6 An anthropocentric viewpoint argues that
humans must sustainably manage the global
system. This might be through the use of taxes,
environmental regulation and legislation. Debate
would be encouraged to reach a consensual,
pragmatic approach to solving environmental
problems.
Understandings
Statement Guidance
1.1.U7 A technocentric viewpoint argues that
technological developments can provide
solutions to environmental problems. This is a
consequence of a largely optimistic view of the
role humans can play in improving the lot of
humanity. Scientific research is encouraged in
order to form policies and to understand how
systems can be controlled, manipulated or
changed to solve resource depletion. A pro-
growth agenda is deemed necessary for society’s
improvement.
1.1.U8 There are extremes at either end of this
spectrum (for example, deep ecologists–
ecocentric to cornucopian–technocentric), but in
practice, EVSs vary greatly depending on cultures
and time periods, and they rarely fit simply or
perfectly into any classification.
1.1.U9 Different EVSs ascribe different intrinsic value to
components of the biosphere
Applications and Skills
Statement Guidance
1.1.U9 Different EVSs ascribe different intrinsic value to
components of the biosphere.
1.1.A1 Discuss the view that the environment can have
its own intrinsic value.
1.1.A2 Evaluate the implications of two contrasting EVSs
in the context of given environmental issues.
1.1.A3 Justify, using examples and evidence, how
historical influences have shaped the
development of the modern environmental
movement
Environmental Attitudes
Questionnaire
Consider these statements and decide if you agree strongly,
agree, don’t know, disagree or disagree strongly with each.
Give your reasons.
1. Humans are part of nature.
2. Humans are to blame for all the world’s
environmental problems.
3. We depend on the environment for our
resources.
4. Nomadic and indigenous peoples live in balance
with their environment.
5. Traditional farming methods do not damage the
environment.
Consider these statements and decide if you agree strongly,
agree, don’t know, disagree or disagree strongly with each.
Give your reasons.

6. Humans have the right to use all the resources on

the planet Earth.
7. Technology will solve our energy crisis.
8. We have passed the tipping point on climate change
and the Earth is warming up and we cannot stop it.
9. Animals and plants have as much right to live on
Earth as humans.
10. Looking at a beautiful view is not as important as
economic progress.
1.1.U2 An EVS is a worldview or paradigm that shapes the way an
individual, or group of people, perceives and evaluates
environmental issues, influenced by cultural, religious, economic
and socio-political context

• A worldview that shapes the way people

perceive and evaluate environmental issues.
• Influenced by cultural, economic and socio-
political factors.
1.1.U2 An EVS is a worldview or paradigm that shapes the way an
individual, or group of people, perceives and evaluates
environmental issues, influenced by cultural, religious, economic
and socio-political context

• Watch the following video. Briefly describe

how this video made you feel.
1.1.U3 An EVS might be considered as a system in the sense that
it may be influenced by education, experience, culture and media
(inputs), and involves a set of interrelated premises, values and
arguments that can generate consistent decisions and evaluations
(outputs)

INPUTS: Environmental OUTPUTS

• Education Value System • Actions
• Science • Decisions
• Experiences Values and • Evaluations
• Culture Arguments • Perspectives
• Religion Assimilation of • Viewpoints
• Media knowledge,
thinking and
evaluation
1.1.U4 There is a spectrum of EVSs, from ecocentric through
anthropocentric to technocentric value systems
1.1.U5 An ecocentric viewpoint integrates social, spiritual and
environmental dimensions into a holistic ideal
• Ecocentrism – Nature
Centered
– Holistic and sustainable
worldview, minimum
disturbance of nature
– 1. Deep Ecologists
• Natural laws dictate
human morality
• Nature is needed for
humanity and has rights
– 2. Self-Reliance soft
ecologists
• Focus on community
involvement to change
political policies an
practices
1.1.U8 There are extremes at either end of this spectrum (for
example, deep ecologists-ecocentric to cornucopian-
technocentric), but in practice, EVSs vary greatly depending on
cultures and time periods, and they rarely fit simply or perfectly
into a classification

• Deep Ecologists
– Nature more value than
humanity
– Not all resources are for
human use
– Seek a more holistic
view of the world
– Believe everyone should
be involved in making
environmental decisions
1.1.U6 An anthropocentric viewpoint argues that humans must
sustainably manage the global system

• Anthropocentrism-
People Centered
– Humans are
responsible for
sustainable global
systems through
control of population
and resource use
– 1. Environmental
Managers
• Economic growth and
resource use can
continue if adjustments
are made to policies
(taxes, laws…)
1.1.U7 A technocentric viewpoint argues that technological
developments can provide solutions to the environmental
problems

• Technocentrism – Technology Centered

– Technology can keep pace and provide solutions to
environmental issues.
– Science research is encouraged
– A pro-growth agenda is deemed necessary
– 1. Cornucopian
• Man can always find a way out of any difficulties
1.1.U8 There are extremes at either end of this spectrum (for
example, deep ecologists-ecocentric to cornucopian-
technocentric), but in practice, EVSs vary greatly depending on
cultures and time periods, and they rarely fit simply or perfectly
into a classification

• Cornucopian
– World has infinite
resources
– Environmental issues not
a problem
– New resources and
technology will solve any
problem
– Humans come first
– Growth and capitalisms
 Al Gore
“if he [i.e., Obama]‘s serious about it
[i.e., protecting the environment], he
needs to get a team in place and he
needs to present a plan, he needs to
use the bully pulpit, he needs to be a
vigorous advocate”
 George W. Bush

“We should focus on

technologies that enable us
to live better lives and
protect the environment”
1.1.U4 There is a spectrum of EVSs, from ecocentric through
anthropocentric to technocentric value systems

• Where do you think you fall?

1.1.U9 Different EVSs ascribe different intrinsic value to
components of the biosphere

EVS Influence decisions

• Some people believe that all / some elements of
the natural environment have intrinsic value.
They should be valued just because they exist
1.1.U9 Different EVSs ascribe different intrinsic value to
components of the biosphere

EVS Influence decisions

• For each of the problems below decide if
we should solve each problem using the
provided worldview.
– Technocentric: Should we use windmills to
produce more energy?
– Anthropocentric: Should GMO’s be used to
grow more food?
– Ecocentric: Should we create more national
parks to save species and maintain
biodiversity on the planet?
1.1.A1 Discuss the view that the environment can have its own
intrinsic value

Intrinsic value is the inward value of nature

regardless of its practical (economics) use to
humans
• Ethical, spiritual + philosophical perspectives
• Hard to quantify
• How to debate aesthetic value with an
economist?
https://www.youtube.com/watch?v=9i4EexIF_3E
1.1.A2 Evaluate the implications of two contrasting EVSs in the
context of given environmental issues

• Buddhist
– Separation of body and soul
– Birth, aging, suffering and
death all conjoined in one
journey
– Humans are not self sufficient
or more important than the
Earth
• Judaeo-Christian
– Separation of body and soul,
matter and spirit
– Genesis demonstrates
stewardship of the Earth or
control?
– “Rule over the fish of the sea
and the birds of the air and
over every living creature that
moves on the ground’”
(Genesis 1:28
• Look into the details of how the disaster
came about.
• Analyze the series of events leading to the
disaster and its aftermath.
• Answer this question: How does this
environmental disaster affect present day
environmental movement?
• Don't it always seem to go
That you don't know what you've got til its
gone
They paved paradise
And put up a parking lot
• Hey farmer farmer
Put away the DDT
1.1.U1 Significant historical influences on the development of the
environmental movement have come from literature, the media,
major environmental disasters, international agreements and
technological developments

Silent Spring

• 1962
• Book by Rachel Carson in the
US
• Showed the link between
pesticides and ecosystem
health
• Raised awareness of pesticides
of the United States
• Resulted in the banning of DDT
 Topic 1.5 and 2.3 link!
• Carson warned of the effects of pesticides
on insects, both pest and others and how
this was being passed along the food
chain to kill others.

• DDT (dichlorodiphenyltrichloroethane) –
synthetic insecticides were finding their
way into people accumulating in the fatty
tissues causing cancer.
• Chemical industries try to ban the book
but many scientists shared the same
concerns.

• John F Kennedy ordered an investigation

and found out the ill effects of DDT.
• spurred a reversal in national pesticide
policy, led to a nationwide ban on DDT for
agricultural uses, and inspired an
environmental movement that led to the
creation of the U.S. Environmental
Protection Agency.
 MIC
methyl
isocyanate
• is a volatile, colorless liquid that
is extremely flammable, and
potentially explosive when
mixed with air.
• reacts with water, giving off heat
and producing methylamine and
carbon dioxide
• the liquid and vapor are toxic
when inhaled, ingested, or
exposed to the eyes or skin
1.1.U1 Significant historical influences on the development of the
environmental movement have come from literature, the media,
major environmental disasters, international agreements and
technological developments

Bhopal, India

• 1984
• Union Carbide pesticide plant
released poisonous methyl
isocyanate from the plant
• Thousands died within hours.
• About half a million people were
affected . Many survivors suffered
multiple disorders
• Brought about realization the ugly
side of industrialization in
impoverished areas
• Bhopal remains the worst
industrial disaster ever
• Since the disaster, India has experienced rapid
industrialization. While some positive changes
in government policy and behavior of a few
industries have taken place, major threats to
the environment from rapid and poorly
regulated industrial growth remain.
1.1.U1 Significant historical influences on the development of the
environmental movement have come from literature, the media,
major environmental disasters, international agreements and
technological developments
Fukushima, Japan
nuclear meltdown
• 2011
• Caused by an earthquake which
produced tsunami that caused
damage resulting in meltdown
of 3 reactors in the plant.
• Tsunami damaged nuclear plant
resulting in radiation releases
across the Pacific Ocean
• Renewed questions about safety
of nuclear energy
• Human health effects just now
coming in
Topic 7.1
 Mercury and Minamata
• 1950’s Japan
• Suddenly people develop
acute mercury poisoning –
numbness, muscle
weakness, coma death
• Minamata disease – 2,300
officially recognized victims
• Chisso corporation dumping
methyl mercury into local
bay
• Biomagnification of Hg
through food chain into
people
1.1.U1 Significant historical influences on the development of the
environmental movement have come from literature, the media,
major environmental disasters, international agreements and
technological developments

Minamata, Japan

• 1959
• Caused by mercury poising
from factories polluting the
bay
• Symptoms included
convulsions, slurred speech,
loss of motor functions and
uncontrollable limb
movements.
• Demonstrated link between
human health and pollution
• Bioaccumulation and
biomagnification.
1.1.U1 Significant historical influences on the development of the
environmental movement have come from literature, the media,
major environmental disasters, international agreements and
technological developments
Here’s a list (not comprehensive) of
environmental disasters
• Aral Sea
• Chestnut Blight
• Australian Cane Toads
• Cuyahoga River
• Dutch Elm Disease
• Exxon Valdez
• 3 Gorges Dam
• Get Smog
• Coral Bleaching
• Great Plastic Island
 Growth of the modern
environmental movement
ØNeolithic Agricultural
Revolution
(10,000 years ago)

•Human settled to become

farmers instead of nomadic
hunters- gatherers

•Human population began to

rise

•Local resources were

managed sustainably from
around the settlement
ØIndustrial Revolution
(early 1800s)

•Population growth and resource

usage escalated.

•Large scale production of goods and

services for all.

•Burning of large amounts of fuel in

the form of trees and coal

•Mining of minerals from the earth to

produce metals to make machines

•Land was cleared, natural

waterways polluted, cities became
crowded and smoky.
ØGreen Revolution of the
1940s and 1960s
•Mechanized agriculture and
boosted food production massively

•Required the building of

machinery and building enormous
amounts of fossil fuels

•Technology was applied to

agriculture

•New crop varieties were

developed and fertilizer and
pesticide use rose sharply

•Our resource use and waste

production rocketed.
1.1.U1 Significant historical influences on the development of the
environmental movement have come from literature, the media,
major environmental disasters, international agreements and
technological developments

Historical Influences
• All these events have helped to influence EVSs.
– Raised public awareness
– Provided media coverage
– Increased sense of stewardship over the Earth
– Impact local and global governments and
regulations
1.1.A3 Justify using examples and evidence, how historical
influences have shaped the development of the modern
environmental movement

You Must Be Able to Explain At Least Three Historical Events In Detail

 Modern Environmental Movement
(1960s onwards)
vThe impacts are more global: collapsing fish
stocks, endangered species, pesticide poisoning,
deforestation, nuclear waste, ozone layer
depletion, global warming, acid precipitation.
v A new breed of environmentalists surfaced
vGreenpeace founded 1971
vInfluential individuals wrote books
vNGOs campaigned and the media reported
vGovernments formed nature reserves and put
environmental issues on the agenda.
vUNEP organized Earth Summits on the
environment
vThe movement become public and gained
momentum
 Environmentalism Today
vMore research on loss of
biodiversity, climate change, and
other environmental issues
vSmall number of climate skeptic
voice doubts over climate
change.
vDiscovery of fracking process to
release shale gas and oil shale
reserves increases tensions
between technocentrists and
ecocentrists.
Decision – Making and
the influence of
environmental
Philosophy
 Decision – Making and the
influence of environmental
Philosophy
n The class will be divided into groups.

n Give five solutions to the following environmental

issues if you are an ecocentrist / technocentrist.

n Environmental Issues
n Shortage of Water Supply

n Climate change

n Use of fossil fuels

Demand for Water Resources
Ecocentric View Technocentric View
n Conservation and n Use of technology to limit the
recycling of water water use in home and
industries
n Encourage the use of
n Propose technological solutions
meters and monitoring so such as cloud seeding,
that water use can be desalination of seawater,
kept to a minimum and breeding and developing crops
use for essential purposes that can grow using less water
Use of purified wastewater and
only n
extraction of water from the
sources deep beneath the
earth
 Climate Change
Ecocentric View Technocentric View
n Limit in the consumption n Use a fleet of unmanned,
of fossil fuels wind power ships to
n Modify the farming
spray salt water up into
methods and reduce the low lying clouds
dependence on livestock through 20 m high
(catttle) cylinders
n Planting of trees and n Will lead to high
increase phytoplankton in concentration of water
the sea ( increase carbon droplets thus greater
dioxide) albedo
n Favour the use of n Increased albedo can cool
renewable sources of the Earth by reflecting
energy. radiations back into the
 Fossil Fuels
Ecocentric View Technocentric View
n Reduction in carbon n Refine and extend new
dioxide by limiting the technology such as
emission that the industry alternative energy
is permitted to make sources
(limit the economic n Carbon sequestration
growth and activity)
n Carbon trading
 Who are involved in the
environmental
movement?

1. Influential individuals
2. Independent pressure groups
3. Corporate businesses
4. Governments
5. Intergovernmental bodies
Significant ideas: 1) A systems approach can help in the
study of complex environmental issues. 2) The use of
systems and models simplifies interactions but may
provide a more holistic view without reducing issues to
single processes
Big questions
ž What strengths and weaknesses of the systems approach
and the use of models have been revealed through this
topic?
ž How does a systems approach facilitate a holistic
approach to understanding?
ž What are the strengths and weaknesses of the systems
you have examined in this section?
ž What have you learned about models and how they can
be used, for example, to predict climate change? Do their
benefits outweigh their limitations?
Understandings
Statement Guidance
1.2..U1 A systems approach is a way of visualizing a Guidance: A systems approach should be taken for all
complex set of interactions which may be the topics covered in the ESS
ecological or societal. course
1.2.U2 These interactions produce the emergent EVSs are individual; there is no “wrong” EVS.
properties of the system
1.2.U3 The concept of a system can be applied at a
range of scales.

1.2.U4 A system is comprised of storages and flows

1.2.U5 The flows provide inputs and outputs of energy

and matter

1.2.U6 The flows are processes that may be either

transfers (a change in location) or
transformations (a change in the chemical
nature, a change in state or a change in energy
Understandings
Statement Guidance
1.2.U7 A In system diagrams, storages are usually Guidance Students should interpret given system
represented as rectangular boxes and flows as diagrams and use data to produce their own for a
arrows, with the direction of each arrow variety of examples, such as carbon cycling, food
indicating the direction of each flow. The size of production and soil systems.)
the boxes and the arrows may be representative
of the size/magnitude of the storage or flow.
1.2.U8 An open system exchanges both energy and
matter across its boundary while a closed system
exchanges only energy across its boundary.
1.2.U9 An isolated system is a hypothetical concept in
which neither energy nor matter is exchanged
across the boundary.
1.2.U10 Ecosystems are open systems; closed systems
only exist experimentally, although the global
geochemical cycles approximate to closed
systems.
1.2.U11 A model is a simplified version of reality and can
be used to understand how a system works and
to predict how it will respond to change
1.2.U12 A model inevitably involves some approximation
and therefore loss of accuracy.
Applications and Skills
Statement Guidance
1.1.U9 Evaluate the use of models as a tool in a given
situation, for example, climate change
predictions.

1. Watch out for these concepts

• system and its types

• system approach
• evaluating model ‘s strengths and weaknesses
• system diagram construction
• transfer versus transformation

2. Watch the link on slide 80

3. Do the task on slides 83, 84, and 87, and place your answer on our shared
Google Docs
1.2.U1 A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal

An assemblage of parts and their relationship

forming a functioning entirety or whole

Useful for
understanding and
explaining
phenomena's

By focusing on the interactions

instead of the different parts, we
can more clearly see the big
picture of how our world works
1.2.U1 A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal

• A system is something that:

– Is made up of individual parts
– The parts all work together
– Parts work to perform a particular function
• A bicycle is an example of a
system
Bicycle parts piled on the floor
Is this a system?
1.2.U1 A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal
1.2.U1 A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal
1.2.U1 A systems approach is a way of visualizing a complex set
of interactions which may be ecological or societal

Gaia Hypothesis – James Lovelock

• Mid 1960’s
• Proposed that plant Earth is a single living
system (global system)
• Earth maintains homeostasis (temperatue,
climate, ocean, salinity)
1.2.U2 These interactions produce the emergent properties of the
system

• Each part has a

specialized function
• Similar parts are
grouped together
• Groups coordinate
functions
• Emergent properties:
the whole can do things
the individual parts
cannot
1.2.U2 These interactions produce the emergent properties of the
system

• Reductionist Approach: Look at each individual part

• Holistic Approach: Looking at how everything works
together

We will look at both

1.2.U11 A model is a simplified version of reality and can be used
to understand how a system works and to predict how it will
respond to change
1.2.U11 A model is a simplified version of reality and can be used
to understand how a system works and to predict how it will
respond to change
1.2.U11 A model is a simplified version of reality and can be used
to understand how a system works and to predict how it will
respond to change

What do all these pictures

have in common?
1.2.U12 A model inevitably involves some approximations and
therefore loss of accuracy

• Ecosystems are large

and therefore difficult
to study in a lab
• Ecosystems have many
interrelated and
independent feedback
loops
• Simplifying systems
inevitably leads leaving
some parts out
1.2.U12 A model inevitably involves some approximations and
therefore loss of accuracy
1.2.U12 A model inevitably involves some approximations and
therefore loss of accuracy

• Leaving parts out Doing so increa

ses errors and
changes the decreases accu
r a cy
functionally of the
whole (emergent
properties)
1.2.U12 A model inevitably involves some approximations and
therefore los of accuracy

Advantages Disadvantages
• Can predict and simplify • May not be accurate
complex systems • Rely on the expertise of those
• Inputs can be changed and making it
outputs examined without • Different people may interpret
waiting for real events them in different ways
• Results can be shown to others • Vested interests may hijack
them politically
• Only as good as the data that
goes in
• Different models may show
different effects with same data
1.2.U3 The concept of a system can be applied at a range of
scales

• Works for everything

from a single celled
organism to our planet
and beyond
• Living or non-living • Universe as a system
• Earth as a system
• A specific biome (rainforest)
• Specific ecosystem (Amazon)
• River bank in Amazon
• Plant on river bank
• Leaf on a plant
1.2.U14 A system is comprised of storages and flows

• Systems consist of:

– Storage
– Flows
– Processes
– Feedback mechanisms
that maintain stability
and equilibrium
• Example: Human
1.2.U14 A system is comprised of storages and flows

• Input- energy or matter enters a system.

• Output- something produced at the end of a
system
• Storage- areas where energy or matter is
accumulated inside a system
• Flow- movement of energy or matter within a
system
• Boundaries- outside/edge of a system
1.2.U14 A system is comprised of storages and flows
All Systems Have Represented By:
STORAGES of stores of matter and A box
energy
FLOWS into, through, and out of the Arrows
system
INPUTS Arrows in

OUTPUTS Arrows out

Boundaries Lines

PROCESSES which transfer or Ex: respiration, precipitation,

transform energy or matter from diffusion
storage to storage
1.2.U14 A system is comprised of storages and flows

• Ecological systems are made up of many

parts and follow laws
• The interrelationship between these parts
produces the behavior as a whole
1.2.U15 The flows provide inputs and outs of energy and matter
1.2.U16 The flows are process that may be either transfers (a
change in location) or transformations (a change in the chemical
nature, a change in state or a change in energy?

• Energy initially enters ecosystems from the

sun as light.
– It is converted and stored as chemical potential
energy
– Organic molecules pass through down through
chains.
– Respiration releases this energy
– All energy enters an ecosystem and is lost
again. .
1.2.U15 The flows provide inputs and outs of energy and matter

• Matter cycles through an ecosystem.

– Nitrogen is fixed by bacteria
– Plants assimilate the nitrogen
– Herbivores consume these plants and the
nitrogen compounds pass through the food
chain.
– Eventually the plants or animals will die and
decomposer break down organic matter and
return it to the soil.
1.2.U15 The flows provide inputs and outs of energy and matter

• There is a stock of chemical potential

energy in the flesh of animals.
• This same flesh is composed primarily of
proteins.
• The amino acids making up these proteins
contains a nitrogen stock.
1.2.U16 The flows are processes that may be either transfers (a
change in location) or transformations (a change in chemical
nature, a change in state or a change in energy

• In photosynthesis,
light energy is
transformed to
chemical energy in
glucose, which is
then transformed to
mechanical and
thermal energy when
eaten by consumers
1.2.U16 The flows are processes that may be either transfers (a
change in location) or transformations (a change in chemical
nature, a change in state or a change in energy

• Transformations require a change from

one type of energy to another (i.e.
chemical to potential to mechanical to
thermal)
• Some energy is always lost due to
thermodynamics
1.2.U16 The flows are processes that may be either transfers (a
change in location) or transformations (a change in chemical
nature, a change in state or a change in energy

• Transfers are
simple: an organism
or process relocates
matter or energy
– Crops removed
from the farm
and taken to
market
– Individuals or
populations
migrate in/out of
an area
1.2.U16 The flows are processes that may be either transfers (a
change in location) or transformations (a change in chemical
nature, a change in state or a change in energy
• Matter transformations: -
– Solid – Liquid – Gas
• Precipitation strikes the
ground and runs off to a
stream
– transfer
• Stream water evaporates
into the atmosphere
– transformation
1.2.U17 In system diagrams, storages are usually represented as
rectangular boxes and flows as arrows, with the direction of eh
arrow indicating the direction of each flow. The size of the boxes
and the arrows may be representative of the size/magnitude of the
storage or flow
1.2.U8 An open system exchanges both energy and matter across
its boundary while a closed system exchanges only energy across
its boundary

• Open system: a
system in which both
materials and energy
are exchanged across
the boundaries of the
system
• Most common system
• Example: Rainforest,
Ecosystems
1.2.U8 An open system exchanges both energy and matter across
its boundary while a closed system exchanges only energy across
its boundary

• Forest ecosystem:
• Plants fix light via
photosynthesis
• Air nitrogen is fixed by soil
bacteria
• Herbivores may graze in other
ecosystems
• Forest fires expose soil to
erosion
• Minerals are leached by rain
• Water is lost in evaporation
• Eat is exchanged with
surrounding environment
1.2.U8 An open system exchanges both energy and matter across
its boundary while a closed system exchanges only energy across
its boundary

• Closed System: A system in

which energy is exchanged
across the boundaries but
matter is not. THIS IS VERY
RARE!!
• Examples: The Whole
Earth…maybe,
Experimentally
• Global geochemical cycles
approximate a closed system
1.2.U8 An open system exchanges both energy and matter across
its boundary while a closed system exchanges only energy across
its boundary

https://safeYouTube.net/w/YO9S
Biosphere 2
1.2.U9 An isolated system is a hypothetical concept in which
neither energy nor matter is exchanged across the boundary
1.2.U10 Ecosystems are open systems; closed systems only exist
experimentally, although the global geochemical cycles
approximate to closed systems
1.2.A1 Construct a system diagram or a model from a given set of
information

• Your diagram must contain at least

3 types of each of the following:
– Abiotic elements
– Autotrophs (plants/bacteria)
– Primary consumers (herbivores)
– Secondary consumers (omnivores)
– Tertiary consumers (carnivores)
• Organism numbers must have the
necessary resources in the
ecosystem to be sustainable so
carrying capacity will be
maintained
1.2.A1 Construct a system diagram or a model from a given set of
information

• Where would these fit in this carbon cycle

system diagram?
– Abiotic element
– Autotrophs
– Primary consumers
– Secondary consumers
– Tertiary consumers
1.2.A1 Construct a system diagram or a model from a given set of
information

• Here is a
systems diagram
of energy
consumption
patterns in the
US (2015)
• Note how the
size of each
storage (box)
and flow (arrow)
corresponds
with the
magnitude of
the component
1.2.A2 Evaluate the use of models as a tool in a given situation,
for example, climate change predictions

• Your diagram must contain at least 3 types of

each of the following:
– Abiotic elements
– Autotrophs (plants/bacteria)
– Primary consumers (herbivores)
– Secondary consumers (omnivores)
– Tertiary consumers (carnivores)
– Organism numbers must have the necessary
resources in the ecosystem to maintain its
carrying capacity
1.2.A2 Evaluate the use of models as a tool in a given situation,
for example, climate change predictions

• Click on the climate model simulations below.

Discuss the strengths and weakness of each of
these models. Which model is best for
understanding climate change? Justify and
support your answer with evidence.
– Concord Consortium Climate Model
– Window’s to the Universe Climate Model
– Koshland Science Museum Climate Model
– UCAR Climate Model
– Java Climate Model
What drives an Environmental Value
System? (Topic 1.1-1.2 Connection)
INPUTS STORES OUTPUTS

Decision – Making and the

influence of environmental philosophy
Significant ideas:
1) 1)The laws of thermodynamics govern the flow of
energy in a system and the ability to do work
2) 2) Systems can exist in alternative stable states or as
equilibria between which there are tipping points,
3) 3) Destabilizing position feedback mechanisms will
drive systems toward these tipping points, whereas
stabilizing negative feedback mechanisms will resist
such changes
Big questions:
• What strengths and weaknesses of the systems
approach and the use of models have been revealed
through this topic
• How are the issues addressed in this topic of relevance
to sustainability or sustainable development?
• The principle of conservation of energy can be modeled
by the energy transformations along food chains and
energy production systems: what are the strengths and
limitations for such models?
Big questions:
• How do the delays involved in feedback loops make it
difficult to predict tipping points and add to the
complexity of modeling systems?
• Do the benefits of the models used to predict tipping
points outweigh their limitations?
• How does sustainability reduce the change that tipping
points will be reached?
Understandings
Statement Guidance
1.3..U1 The first law of thermodynamics is the principle The use of examples in this sub-topic is particularly
of conservation of energy, which states that important so that the abstract concepts have a
energy in an isolated system can be transformed context in which to be understood
but cannot be created or destroyed
1.3.U2 The principle of conservation of energy can be
modeled by the energy transformations along
food chains and energy production systems.
1.3.U3 The second law of thermodynamics states that
the entropy of a system increases over time.
Entropy is a measure of the amount of disorder
in a system. An increase in entropy arising from
energy transformations reduces the energy
available to do work.
1.3.U4 The second law of thermodynamics explains the
inefficiency and decrease in available energy
along a food chain and energy generation
systems.
Understandings
Statement Guidance
1.3.U5 As an open system, an ecosystem will normally 1. A stable equilibrium is the condition of a system in
exist in a stable equilibrium, either in a steady- which there is a tendency for it to return to the
state equilibrium or in one developing over time previous equilibrium following disturbance
(for example, succession), and maintained by 2. A steady-state equilibrium is the condition of an
stabilizing negative feedback loops. open system in which there are not changes over the
longer term, but in which there may be oscillations in
the very short term

1.3.U6 Negative feedback loops (stabilizing) occur when

the output of a process inhibits or reverses the
operation of the same process in such a way as
to reduce change—it counteracts deviation.

1.3..U7 Positive feedback loops (destabilizing) will tend

to amplify changes and drive the system towards
a tipping point where a new equilibrium is
adopted.
1.3.U8 The resilience of a system, ecological or social, Emphasis should be placed on the relationships
refers to its tendency to avoid such tipping points between resilience, stability, equilibria and diversity
and maintain stability
Understandings
Statement Guidance
1.3.U9 Diversity and the size of storages within systems Examples of human impacts and possible tipping
can contribute to their resilience and affect their points should be explored
speed of response to change (time lags).
1.3.U10 Humans can affect the resilience of systems A tipping point is the minimum amount of change
through reducing these storages and diversity within a system that will destabilize it, causing it to
reach a new equilibrium or stable state
1.3.U11 The delays involved in feedback loops make it A tipping point is the minimum amount of change
difficult to predict tipping points and add to the within a system that will destabilize it, causing it to
complexity of modeling systems. reach a new equilibrium or stable state
Applications and Skills
Statement Guidance
1.3.A1 Explain the implications of the laws of
thermodynamics to ecological systems.

1.3.A2 Discuss the resilience in a variety of systems

1.3.A3 Evaluate the possible consequences of tipping

points
1.3.U1 The first law of thermodynamics is the principle of
conservation of energy, which states that energy in an isolated
system can be transformed but cannot be created or destroyed
Ecosystems maintain Ecosystems involve
themselves by cycling
energy and nutrients interrelationships among
obtained from external climate, geology, soil,
sources vegetation and animals

An example of the
concept of energy flow
through trophic levels
of a food chain
1.3.U1 The first law of thermodynamics is the principle of
conservation of energy, which states that energy in an isolated
system can be transformed but cannot be created or destroyed

The laws of energy in an ecosystem

• 1st Law of Thermodynamics

• 2nd Law of Thermodynamics
1.3.U1 The first law of thermodynamics is the principle of
conservation of energy, which states that energy in an isolated
system can be transformed but cannot be created or destroyed

• 1st Law = Energy is

neither created or
destroyed.
• Total energy is
constant
• Energy can be
transformed (change
state)

In nature energy comes in as

sunlight, passes along as
biomass, and exits as heat bit
by bit.
1.3.U1 The first law of thermodynamics is the principle of
conservation of energy, which states that energy in an isolated
system can be transformed but cannot be created or destroyed

• The amount of energy within a system is

constant. The form of the energy however
changes.
1.3.U2 The principle of conservation of energy can be modelled
by the energy transformations along food chains and energy
production systems
1.3.U2 The principle of conservation of energy can be modelled
by the energy transformations along food chains and energy
production systems

• Producers transform light energy from the

sun into chemical energy (photosynthesis)
• Consumed and transferred to other
organisms (respiration)
• Eventually dead organism are broken down
by decomposers and nutrients are returned to
the soil.
1.3.U2 The principle of conservation of energy can be modelled
by the energy transformations along food chains and energy
production systems

• Energy is lost as heat to the atmosphere

during this process but is not lost to the
system.
1.3.U3 The second law of thermodynamics states that the
entropy of a system increases over time. Entropy is a measure of
the amount of disorder in a system. An increase in entropy arising
form energy transformations reduces the energy available to do
work
• Entropy always
increases (less energy
for work)
• Less energy at each
level – ecological
pyramids
• Transformations are
not efficient
• Living systems require
constant input of new
energy from the Sun
1.3.U3 The second law of thermodynamics states that the
entropy of a system increases over time. Entropy is a measure of
the amount of disorder in a system. An increase in entropy arising
form energy transformations reduces the energy available to do
work

Available energy decreases with time as order takes

energy.

• Energy transfer is not

100% effective.
• There is less and less
available energy in each
successive level.
• 10% available
1.3.U4 The second law of thermodynamics explains the
inefficiency and decrease in available energy along a food chain
and energy generation

Feces, respiration and heat are all ways in which

energy is used and not available
1.3.U4 The second law of thermodynamics explains the
inefficiency and decrease in available energy along a food chain
and energy generation

• When a loin chases a

zebra, the zebra attempts
to escape, changing
stored chemical energy
into useful work
• During its attempt to
escape some of the stored
energy is converted to
heat and lost from the
food chain.

Energy = work + heat (and other wasted energy)

1.3.U4 The second law of thermodynamics explains the
inefficiency and decrease in available energy along a food chain
and energy generation

Efficiency is the comparison of the amount of work

or energy done to the amount of energy that it
consumed
Efficiency = useful outputs/Inputs x 100

It is more efficient to eat a plant because there is less

energy loss
1.3.A1 Explain the implications of the laws of thermodynamics to
ecological systems
1.3.U5 As an open system, an ecosystem will normally exist in a
stable equilibrium, either in a steady-state of equilibrium or in one
developing over time (for example, successions), and maintained
by stabilizing negative feedback loops

• Equilibrium refers to a state of balance in an

ecosystem
– Steady state
– Static
1.3.U5 As an open system, an ecosystem will normally exist in a
stable equilibrium, either in a steady-state of equilibrium or in one
developing over time (for example, successions), and maintained
by stabilizing negative feedback loops

• Steady-state equilibrium
– Maintains a stable system due to constant flow of
inputs and outputs
– Ecological system requires inputs and outputs in
order to function. .
1.3.U5 As an open system, an ecosystem will normally exist in a
stable equilibrium, either in a steady-state of equilibrium or in one
developing over time (for example, successions), and maintained
by stabilizing negative feedback loops

• Static equilibrium
– Doesn‘t’apply to natural systems as there are no
inputs or outputs so no change occurs.
– Always in balance
– Inanimate objects
1.3.U5 As an open system, an ecosystem will normally exist in a
stable equilibrium, either in a steady-state of equilibrium or in one
developing over time (for example, successions), and maintained
by stabilizing negative feedback loops

• A climax community has achieved a steady-state equilibrium

• Overall the community is balanced, but many small changes
happen continually throughout the ecosystem
• A patchwork of stages or seres
1.3.U5 As an open system, an ecosystem will normally exist in a
stable equilibrium, either in a steady-state of equilibrium or in one
developing over time (for example, successions), and maintained
by stabilizing negative feedback loops

• Stable – Returns to balance after disturbance

– Rubber
• Unstable – Achieves new balance after
disturbance
– Car Crash
1.3.U5 As an open system, an ecosystem will normally exist in a
stable equilibrium, either in a steady-state of equilibrium or in one
developing over time (for example, successions), and maintained
by stabilizing negative feedback loops
A system that has unstable equilibrium faces
disturbance and will not return to the original
equilibrium and establish a new one.

As long as there is sunlight, plants can

perform the process of photosynthesis,
however when night time comes, plants
must adopt a new equilibrium to produce
food, this equilibrium is known as
respiration.
1.3.U6 Negative feedback loops (stabilizing) occur when the
output of a process inhibits or reverses the operation of the same
process in such a way as to reduce change—it counteracts
deviation.

• Ecosystems are said to be “Self-regulating”

• Each contain feedback mechanisms which
function to maintain the system in its
equilibrium state.
– Positive
– Negative
1.3.U6 Negative feedback loops (stabilizing) occur when the
output of a process inhibits or reverses the operation of the same
process in such a way as to reduce change—it counteracts
deviation.
• Negative Feedback – dampens effects and promotes
return to stability
– Predator-prey relationships
1.3.U7 Positive feedback loops (destabilizing) will tend to amplify
changes and drive the system towards a tipping point where a
new equilibrium is adopted.

• Positive Feedback
– Amplifies change and leads to deviation from stability
– Diverges from the equilibrium
– Change in X causes a change in Y which causes a bigger change
in X
Principals of Positive and Negative Feedback
Resilience of
System
• It measures how it respond to a
disturbance

• Resilience – ability of the system to

return to its initial state after a
disturbance.
1.3.U8 The resilience of a system, ecological or social, refers to its
tendency to avoid such tipping points and maintain stability

• The capacity of an
ecosystem to respond
to a disturbance.
• Negative feedback
• More complex, more
feedback looks more
resilient
• Absorb disturbance
without shifting to an
alternative state and
losing function and
services. conditions
Example of Resilience

Eucalypt forest
• Fire is seen as a major
hazard in a Eucalypt
forest of Australia.
• Eucalypts have
evolved to survive
forest fires.
• The trees regenerate
quickly after a fire
because they have
buds within their
trunks.
 Factors affecting
ecosystem resilience
• Diverse and complex ecosystem
• Greater species biodiversity
• Greater genetic diversity
• Ability to shift geographical ranges
• Larger ecosystem
• Climate
• Rate of reproduction
• Human intervention
1.3.U9 Diversity and the size of storages within systems can
contribute to their resilience and affect their speed of response to
change (time lags).

• Discuss the relative size of storages in these

two system diagrams
• Describe how named storage contributes to
resilience of the systems shown
1.3.U8 The resilience of a system, ecological or social, refers to its
tendency to avoid such tipping points and maintain stability

• Disturbances can include

– Fires
– Flooding
– Windstorms
– Insect population
explosions
– Deforestation
– Fracking
– Pesticide
1.3.U9 Diversity and the size of storages within systems can
contribute to their resilience and affect their speed of response to
change (time lags).

Some disturbances can significantly affect an

ecosystem and can cause an ecosystem to reach
a threshold beyond which some species can not
recover.
 Tipping Points
• It is reached when
an ecosystem
experiences a shift
to a new state in
which there are
significant changes
to its biodiversity
and the services it
provides.
1.3.U10 Humans can affect the resilience of systems through
reducing these storages and diversity

• Positive Feedback tends to

amplify and drive a system
toward a tipping point
• Minimum amount of change
within a system that will
destabilize it, causing it to
reach a new equilibrium or
stable state.
 Characteristics of Tipping points
• Involve positive feedback
• Threshold beyond which a fast shift of
ecological states occur
• The changes are long-lasting
• The changes are hard to reverse.
• Significant time lag between the pressures
driving the change and the appearance of the
impact, creating great difficulties in ecological
management.
1.3.U10 Humans can affect the resilience of systems through
reducing these storages and diversity

• At a particular
moment in time,
a small change
within a global
climate system
can transform a
relatively stable
system to a very
different state of
the climate
1.3.U10 Humans can affect the resilience of systems through
reducing these storages and diversity

• Identifying what phenomena are capable of

passing tipping points can be tricky.
• “Tipping elements” is used to describe large-
scale components of the Earth System which
may be subject to tipping points.
– Arctic Sea Ice
– Ice Sheets
– El Nino
– Amazon Rain Forest
1.3.U10 Humans can affect the resilience of systems through
reducing these storages and diversity
Examples of
Tipping Point
Systems at treat from tipping
points
Amazon Rainforest
 Systems at treat from tipping
points
Amazon Rainforest
n Rainforest can generate their own weather
patterns
n Increase in the temperature and deforestation
through logging and land clearance
n Drier condition would lead to forest fires and
forest dieback.
n Decrease in the water circulating would result in
tipping points leading to desertification of
Amazon basin
Lake eutrophication
Extinction of keystone species
Coral reef death
1.3.U10 Humans can affect the resilience of systems through
reducing these storages and diversity
1.3.U10 Humans can affect the resilience of systems through
reducing these storages and diversity

• Other than eating maple syrup

outline how humans may have
a negative impact on the
resilience of the forest system
shown

• Outline ways people may have

a positive impact on the
diversity of the forest
ecosystem
1.3.U11 The delays involved in feedback loops make it difficult to
predict tipping points and add to the complexity of modelling
system

• With reference to one

of the 6 positive
climate feedback
loops shown, identify
two delays in the
feedback loop

• Describe the
permanent change
from equilibrium
resulting from a
tipping point being
passed in one of the
feedback loops
1.3.U11 The delays involved in feedback loops make it difficult to
predict tipping points and add to the complexity of modelling
system
1.3.A1 Explain the implications of the laws of thermodynamics to
ecological systems
1.3.A2 Discuss the resilience in a variety of systems
1.3.A3 Evaluate the possible consequences of tipping points
Significant ideas:
1) All systems can be viewed through the lens of
sustainability.
2) Sustainable development meets the needs of the
present without compromising the ability of future
generations to meet their own needs.
3) Environmental indicators and ecological footprints can
be used to assess sustainability.
4) Environmental impact assessments (EIAs) play an
important role in sustainable development
Big questions:
• What strengths and weaknesses of the systems
approach and the use of models have been through this
topic?
• What have you learned about sustainability and
sustainable development in this chapter?
• What are the differences between sustainability and
sustainable development?
• Ecological Footprint is a model used to estimate the
demands that human populations place on the
environment; what are the limitations and benefits of
these models
• How do EIAs ensure that development is sustainable?
Understandings
Statement Guidance
1.4..U1 Sustainability is the use and management of
resources that allows full natural replacement of
the resources exploited and full recovery of the
ecosystems affected by their extraction and use.
1.4.U2 Natural capital is a term used for natural
resources that can produce a sustainable natural
income of goods or services
1.4.U3 Natural income is the yield obtained from natural You need to be able to explain the relationship
resources between natural capital, natural income and
sustainability, and discuss the value of ecosystem
services to a society.
1.4.U4 Ecosystems may provide life-supporting services
such as water replenishment, flood and erosion
protection, and goods such as timber, fisheries,
and agricultural crops.
Understandings
Statement Guidance
1.4.U5 Factors such as biodiversity, pollution, population You need to be able to discuss how environmental
or climate may be used quantitatively as indicators (such as Millennium Ecosystem
environmental indicators of sustainability. These Assessment) can be used to evaluate the progress of
factors can be applied on a range of scales, from a project to increase sustainability.
local to global. The Millennium Ecosystem
Assessment (MA) gave a scientific appraisal of
the condition and trends in the world’s
ecosystems and the services they provide using
environmental indicators, as well as the scientific
basis for action to conserve and use them
sustainably
1.4.U6 EIAs incorporate baseline studies before a
development project is undertaken. They assess
the environmental, social and economic impacts
of the project, predicting and evaluating possible
impacts and suggesting mitigation strategies for
the project. They are usually followed by an audit
and continued monitoring. Each country or
region has different guidance on the use of EIAs.
Understandings
Statement Guidance
1.4.U7 EIAs provide decision-makers with information in
order to consider the environmental impact of a
project. There is not necessarily a requirement to
implement an EIA’s proposals, and many socio-
economic factors may influence the decisions
made.

1.4.U8 Criticisms of EIAs include: the lack of a standard

practice or training for practitioners, the lack of a
clear definition of system boundaries and the
lack of inclusion of indirect impacts..

1.4..U9 An ecological footprint (EF) is the area of land

and water required to sustainably provide all
resources at the rate at which they are being
consumed by a given population. If the EF is
greater than the area available to the population,
this is an indication of unsustainability
Applications and Skills
Statement Guidance
1.4.A1 Explain the relationship between natural capital,
natural income and sustainability

1.4.A2 Discuss the value of ecosystem services to a

society.
1.4.A3 Discuss how environmental indicators such as
MEA can be used to evaluate the progress of a
project to increase sustainability
1.4.A4 Evaluate the use of EIAs.

1.4.A5 Explain the relationship between EFs and

sustainability.
1.4.U1 Sustainability is the use and management of resources
that allows full natural replacement of the resources exploited and
full recovery of the ecosystems affected by their extraction and
use

Natural resources are raw materials supplied by

nature. People manufacture goods and services
from these raw materials to produce economic
capital
Renewable resources are able to replace or
restock themselves by growing
Non-renewable resources exist in finite amounts
on Earth
1.4.U2 Natural capital is a term used for natural resources that
can produce a sustainable natural income of goods or services
1.4.U3 Natural income is the yield obtained from natural resources

Natural capital: the standing stock (total amount) of a

natural resource. These are things that people value
either economically or intrinsically
Goods: physical resources which are measureable and
may (or may not) be monetized
• Fresh water
• Soil nutrients
• Minerals wood
• Animal products
1.4.U2 Natural capital is a term used for natural resources that
can produce a sustainable natural income of goods or services
1.4.U3 Natural income is the yield obtained from natural resources

Services: generally not monetized, and significantly

harder to measure directly
• Oxygen production from photosynthesis
• Carbon sequestration through respiration
• Water cycling
• Portable groundwater filtration
• Erosion control from forests
• Recreational opportunities
• Aesthetics
1.4.U4 Ecosystems may provide life-supporting services such as
water replenishment, flood and erosion protection, and goods
such as timber, fisheries and agricultural crops

Read the list of

ecological goods and
services in the Metro
Vancouver image.

Which of the items in

grey are ecological
goods?

Which are ecological

services?
1.4.U2 Natural capital is a term used for natural resources that
can produce a sustainable natural income of goods or services
1.4.U3 Natural income is the yield obtained from natural resources

• Rate of increase in NATURAL CAPITAL.

– Amount which can be exploited without depleting
the original stock or its potential to be
replenished.
– Exploitation must not affect long term
productivity.
1.4.U2 Natural capital is a term used for natural resources that
can produce a sustainable natural income of goods or services
1.4.U3 Natural income is the yield obtained from natural resources

• Natural income:
– is like the interest earned on a savings account. It is
the natural capital gained from the standing stock of
resources
– Natural resources taken do not exceed the
environment’s capacity to disperse, absorb, recycle or
otherwise neutralize their harmful effects
Ex. Agricultural harvest
– New tree growth
– Births of livestock or within wild populations
1.4.U2 Natural capital is a term used for natural resources that
can produce a sustainable natural income of goods or services
1.4.U3 Natural income is the yield obtained from natural resources
Economic view of Natural Resources
• Traditional economy based on land, labor and capital
• See environment as only one set of resources within a
larger economic sphere
• Environmental economists view environment as
providing goods and services on which humans depend
• Economy is constrained by limits of environmental
resources
• Environment provides raw materials and means of
absorbing wastes
1.4.U2 Natural capital is a term used for natural resources that
can produce a sustainable natural income of goods or services
1.4.U3 Natural income is the yield obtained from natural resources
Economic Activity: Classic View
1.4.U2 Natural capital is a term used for natural resources that
can produce a sustainable natural income of goods or services
1.4.U3 Natural income is the yield obtained from natural resources
Economic Activity: Environmental View
1.4.U1 Sustainability is the use and management of resources
that allows full natural replacement of the resources exploited and
full recovery of the ecosystems affected by their extraction and
use

Sustainability
– Harvesting renewable or replenishable resources
at a rate that will be replaced by natural growth.
– Long term harvest (or pollution or destruction)
rate must not exceed rate of natural capital
renewal
1.4.U1 Sustainability is the use and management of resources
that allows full natural replacement of the resources exploited and
full recovery of the ecosystems affected by their extraction and
use

Original definition of Sustainable Development

came from the Rio Earth Summit

Development that meets the needs of the present

without compromising the ability of future
generations to met their own needs “Bruntland
Report for the World Commission of Environment
and Development (192)
1.4.U1 Sustainability is the use and management of resources
that allows full natural replacement of the resources exploited and
full recovery of the ecosystems affected by their extraction and
use

• “Living within the means of nature”

• The depletion of essential forms of natural
capital is unsustainable.
It was thus becoming apparent that nature must, in
the not far distant future, institute bankruptcy
proceedings against industrial civilization, and perhaps
against the standing crop of human flesh, just as
nature had done many times to other detritus-
consuming species following their exuberant
expansion in response to the savings deposits their
ecosystems had accumulated before they got the
opportunity to begin the drawdown... Having become
a species of superdetritovores, mankind was destined
not merely for succession, but for crash.
— Catton,OVERSHOOT
1.4.U9 An ecological footprint (EF) is the area of land and water
required to sustainably provide all resources at the rate at which
they are being consumed by a given population. If the EF is
greater than the area available to the population, this is an
indication of unsustainability

Tripled since
The EF is not the area
occupied by a population.
1960
It is a measure of the
theoretical amount of land
needed to provide
everything for that
population, even things
imported from elsewhere
1.4.U9 An ecological footprint (EF) is the area of land and water
required to sustainably provide all resources at the rate at which
they are being consumed by a given population. If the EF is
greater than the area available to the population, this is an
indication of unsustainability
Components of the
Ecological Footprint
• Growing crops
• Grazing animals
• Harvesting timber
• Catching fish
• Accommodating
infrastructure
• Absorbing carbon dioxide
emissions
 Components of the Ecological
Footprint
(six components used to calculate a
country’s ecological footprint)

1. Cropland – the area used to produce food

and fibre for human consumption, feed for
livestock, oil crops and rubber.
2. Grazing land – the area used to raise
livestock
3. Forest – the total amount of lumber, pulp,
timber products and fuel wood consumed.
 Components of the Ecological
Footprint
(six components used to calculate a
country’s ecological footprint)
4. Fishing grounds- estimated primary
production needed to support the fish and
sea food caught.
5. Built-up land – land taken up by
infrastructure, including housing
transportation and industrial sites.
6. Carbon uptake- represents the amount of
forest land that could sequester carbon
dioxide emissions from the burning fossil
fuels, excluding the fractions absorbed by
the oceans.
1.4.U9 An ecological footprint (EF) is the area of land and water
required to sustainably provide all resources at the rate at which
they are being consumed by a given population. If the EF is
greater than the area available to the population, this is an
indication of unsustainability

Allows
direct
comparison
between
LEDCs and
MEDCs
1.4.U9 An ecological footprint (EF) is the area of land and water
required to sustainably provide all resources at the rate at which
they are being consumed by a given population. If the EF is
greater than the area available to the population, this is an
indication of unsustainability
1.4.U5 Factors such as biodiversity, pollution, population or
climate may be used quantitatively as environmental indicators of
sustainability. These factors can be applied on a range of scales,
from local to global. The Millennium Ecosystem Assessment (MA)
gave a scientific appraisal of the condition and trends in the
world’s ecosystems and the services they provide using
environmental indicators, as well as the scientific basis for action
to conserve and use them sustainably
Biodiversity: Use a tool such as the
Greater diversity means Simpson’s diversity
greater ecosystem index to quantify
stability. This means the diversity
ecosystems can better
withstand changes which Quantifying diversity
will result in being more helps people make
sustainable decisions regarding
conservation actions
1.4.U5 Factors such as biodiversity, pollution, population or
climate may be used quantitatively as environmental indicators of
sustainability. These factors can be applied on a range of scales,
from local to global. The Millennium Ecosystem Assessment (MA)
gave a scientific appraisal of the condition and trends in the
world’s ecosystems and the services they provide using
environmental indicators, as well as the scientific basis for action
to conserve and use them sustainably
Pollution: Pollution may change
Less pollution will lower ecosystems'’ abiotic
the impact on organisms factors beyond the
which will result in being organisms/ optimal
more sustainable range of survival
1.4.U5 Factors such as biodiversity, pollution, population or
climate may be used quantitatively as environmental indicators of
sustainability. These factors can be applied on a range of scales,
from local to global. The Millennium Ecosystem Assessment (MA)
gave a scientific appraisal of the condition and trends in the
world’s ecosystems and the services they provide using
environmental indicators, as well as the scientific basis for action
to conserve and use them sustainably
Populations: More people use more
• Increasing human population resources, thereby
will create more environmental increasing a
pressure resulting in being less population’s ecological
sustainable. footprint
• Increasing plant/animal More plants and
populations will create a more animals provide more
stable ecosystem resulting in a energy and nutrient
more sustainable environment pathways
1.4.U5 Factors such as biodiversity, pollution, population or
climate may be used quantitatively as environmental indicators of
sustainability. These factors can be applied on a range of scales,
from local to global. The Millennium Ecosystem Assessment (MA)
gave a scientific appraisal of the condition and trends in the
world’s ecosystems and the services they provide using
environmental indicators, as well as the scientific basis for action
to conserve and use them sustainably
Climate: • The environment chooses which
Stable levels of organisms are best adapted for
greenhouse gases survival (natural selection)
means stable • A changing environment
temperatures which increases selective pressures on
leads to more organisms, making them less
sustainable ecosystem likely to survive
1.4.U5 Factors such as biodiversity, pollution, population or
climate may be used quantitatively as environmental indicators of
sustainability. These factors can be applied on a range of scales,
from local to global. The Millennium Ecosystem Assessment (MA)
gave a scientific appraisal of the condition and trends in the
world’s ecosystems and the services they provide using
environmental indicators, as well as the scientific basis for action
to conserve and use them sustainably
Millennium Ecosystem Assessment
(MA)

• It is an international
assessment of the effects of
human activity on the
environment, which give a
scientific appraisal of the
condition of the worlds
ecosystem.
• The United Nations Secretary –
General Kofi Annan called for
MA in 2000 and was initiated in
2001
Key facts reported are:
• 60% of worlds ecosystem have been degraded
• About 25% of the Earth’s land surface is now
cultivated
• We use 40-50% of all the available surface
water and water withdrawals from the
underground sources have doubled over the
past 40 years
• Over 25% of all fish stocks are overharvested
• Since 1980, about 35% of mangroves have
been destroyed
• About 20% of corals have been lost in 20
years and another 20% degraded
• Nutrient pollution has led to eutrophication of
waters and dead coastal zones
• Species extinction rates are now 100-1000
times above the background rate
• We have had more effects on the ecosystems
of earth in the last 50 years than ever before.
1.4.U5 Factors such as biodiversity, pollution, population or
climate may be used quantitatively as environmental indicators of
sustainability. These factors can be applied on a range of scales,
from local to global. The Millennium Ecosystem Assessment
(MEA) gave a scientific appraisal of the condition and trends in the
world’s ecosystems and the services they provide using
environmental indicators, as well as the scientific basis for action
to conserve and use them sustainably
Aim of the MA is to assess the consequences of ecosystem changes for human well-
being
Findings:
•Humans are using natural resources unsustainably
•60% of the world’s ecosystems have been degraded
•This has resulted in a decrease of biodiversity on Earth
•Short term economic gains at expense of some social groups and the environment
•The degradation of ecosystem services could grow significantly worse during the
first of this century and is a barrier to achieving the MDGs

http:://millenniumassessment.org
• Overall, human actions are depleting
Earths natural capital at a faster rate
that it is store, which is putting much
strain on the environment that the
ability of the planet’s ecosystems to
sustain future generations can no
longer taken for granted.
• However, the MA indicates that it may
be possible to reverse the changes as
long as appropriate actions are taken
quickly.
Some recommendations were to:
• Remove subsidies to agriculture,
fisheries and energy sources that harm
the environment
• Encourage landowners to manage
property in ways that enhance the
supply of ecosystem services such as
carbon storage and generation of fresh
water.
• Protect more areas from development,
especially in the oceans.
“He who slaughters
his cows today
shall thirst for milk
tomorrow”
Muslim proverb
 Where did EIAs come
from?
• In 1969, the US Government passed the
National Environmental Policy Act (NEPA).
• NEPA made it a priority for federal agencies
to consider the natural environment in any
land use planning.
• Within 20 years of NEPA becoming law in the
US, many other countries also included EIAs
as part of their planning policy.
1.4.U6 EIAs incorporate baseline studies before a development
project is undertaken. They assess the environmental, social and
economic impacts of the project, predicting and evaluating
possible impacts and suggesting mitigation strategies for the
project. They are usually followed by an audit and continued
monitoring. Each country or region has different guidance on the
use of EIAs.
1.4.U6 EIAs incorporate baseline studies before a development
project is undertaken. They assess the environmental, social and
economic impacts of the project, predicting and evaluating
possible impacts and suggesting mitigation strategies for the
project. They are usually followed by an audit and continued
monitoring. Each country or region has different guidance on the
use of EIAs.
1.4.U6 EIAs incorporate baseline studies before a development
project is undertaken. They assess the environmental, social and
economic impacts of the project, predicting and evaluating
possible impacts and suggesting mitigation strategies for the
project. They are usually followed by an audit and continued
monitoring. Each country or region has different guidance on the
use of EIAs.
• Scoping - Baseline study-
What are the
– Environmental impacts
– Social impacts
– Economics impacts
1.4.U6 EIAs incorporate baseline studies before a development
project is undertaken. They assess the environmental, social and
economic impacts of the project, predicting and evaluating
possible impacts and suggesting mitigation strategies for the
project. They are usually followed by an audit and continued
monitoring. Each country or region has different guidance on the
use of EIAs.
• Baseline looks at
– Environmental
• Ecology • Geology
– Habitat type and abundance – Land use
– Species list – Soil
– Species diversity – Hydrology
– List of endangered species
1.4.U6 EIAs incorporate baseline studies before a development
project is undertaken. They assess the environmental, social and
economic impacts of the project, predicting and evaluating
possible impacts and suggesting mitigation strategies for the
project. They are usually followed by an audit and continued
monitoring. Each country or region has different guidance on the
use of EIAs.
• Baseline looks at
– Social – Economics
• Human population • Cost
• Noise • Benefit
• Traffic • Jobs created
• Visual appearance
• Health
1.4.U6 EIAs incorporate baseline studies before a development
project is undertaken. They assess the environmental, social and
economic impacts of the project, predicting and evaluating
possible impacts and suggesting mitigation strategies for the
project. They are usually followed by an audit and continued
monitoring. Each country or region has different guidance on the
use of EIAs.
• Mitigation strategies –
How to reduce the
– Environmental impacts
– Social impacts
– Economics impacts
1.4.U6 EIAs incorporate baseline studies before a development
project is undertaken. They assess the environmental, social and
economic impacts of the project, predicting and evaluating
possible impacts and suggesting mitigation strategies for the
project. They are usually followed by an audit and continued
monitoring. Each country or region has different guidance on the
use of EIAs.
• Implementation –
Putting the strategies
into action
– Follow the approved
plan
– Continued measurement
1.4.U6 EIAs incorporate baseline studies before a development
project is undertaken. They assess the environmental, social and
economic impacts of the project, predicting and evaluating
possible impacts and suggesting mitigation strategies for the
project. They are usually followed by an audit and continued
monitoring. Each country or region has different guidance on the
use of EIAs.
• Monitoring &
evaluation – Assessing
the impacts
– Were impacts as
predicted
– Is it necessary to assess
after the project
1.4.U9 An ecological footprint (EF) is the area of land and water
required to sustainably provide all resources at the rate at which
they are being consumed by a given population. If the EF is
greater than the area available to the population, this is an
indication of unsustainability

• When we will loose our resources for the year

• This means that we are currently using future
generations' resources
• Based on current demand on Earth, we need
1.6 Earth’s to support humanity
• This Concept is called Ecological Overshoot

http://www.overshootday.org
1.4.U9 An ecological footprint (EF) is the area of land and water
required to sustainably provide all resources at the rate at which
they are being consumed by a given population. If the EF is
greater than the area available to the population, this is an
indication of unsustainability

• WHY DON’T WE STOP

• Tragedy of Commons – individuals act based

on their own needs/wants without
consideration of how it will affect the whole
group
• What do we value?
1.4.A1 Explain the relationship between natural capital, natural
income and sustainability
1.4.A2 Discuss the value of ecosystem services to a society
1.4.A3 Discuss how environmental indicators such as MA can be
used to evaluate the progress of a project to increase
sustainability
1.4.A4 Evaluate the us of EIAs

Weaknesses Benefits
• Difficult to collect a full data set • Provides some analysis to
• May be limited by the quality of change
the baseline • Any improvements outweighs
• Often focuses on biophysical the uncertainty of EIAs
issues
• Improve long-term viability
• Hard to quantify damage to
environment • Offers alternative projects
• Hard to identify indirect impacts • Opportunity to learn from
• Expensive experience of similar projects
• Not always addressed in an • Depends who does the EIA
integrated way • Certain countries often ignore
the EIA findings
1.4.A5 Explain the relationship between EFs and sustainability

Large footprint Reduced footprint

• Reliance on fossil fuels • Reduced resource

• Increased us of technology consumption
• High level of importations • Recycling and reuse
• Large production of carbon • Improved efficiency of
waste resource use
• High food consumption • Reduced pollution
• Meat-rich diets • Exportation of waste
• Use of technology
• Reduced population
Significant ideas:
1) Pollution is a highly diverse phenomenon of human
disturbance in ecosystems.
2) Pollution management strategies can be applied at
different levels
Big questions:
• What strengths and weaknesses of the systems
approach and the use of models have been revealed
through this topic?
• What value systems can you identify at play in the
causes and approaches to resolving the issues
addressed in this topic?
• How can systems diagrams be used to show the impact
of pollution on environmental and social systems?
• How do EVSs influence the choice and implementation
of pollution management strategy?
Understandings
Statement Guidance
1.5..U1 Pollution is the addition of a substance or an The term pollutant and contaminant in
agent to an environment through human activity, environmental chemistry are considered more or less
at a rate greater than that at which it can be synonymous
rendered harmless by the environment, and
which has an appreciable effect on the organisms
in the environment..
1.5.U2 Pollutants may be in the form of organic or You are expected to be able to construct system
inorganic substances, light, sound or thermal diagrams to show the impact of pollutants
energy, biological agents or invasive species, and
may derive from a wide range of human activities
including the combustion of fossil fuels.
1.5.U3 Pollution may be non-point or point source, Pollution which arises from numerous widely
persistent or biodegradable, acute or chronic. dispersed origins is described as non-point source.
Point source pollution arises from a single clearly
identifiable site.
Biodegradable means capable of being broken down
by natural biological processes
1.5.U4 Pollutants may be primary (active on emission)
or secondary (arising from primary pollutants
undergoing physical or chemical change)
Understandings
Statement Guidance
1.5..U5 Dichlorodiphenyltrichloroethane (DDT)
exemplifies a conflict between the utility of a
“pollutant” and its effect on the environment.
Applications and Skills
Statement Guidance
1.5.A1 Evaluate the effectiveness of each of the three With reference to figure 3, students should
different levels of intervention, with reference to appreciate the advantages of employing the earlier
Figure 3. strategies of pollution management over the later
ones, and the importance of collaboration
1.5.A2 Evaluate the uses of DDT Students might demonstrate knowledge of both the
anti-malarial and agricultural use of DDT
1.5.S1 Construct systems diagrams to show the impact
of pollutants.
1.5.U1 Pollution is the addition of a substance or an agent to an
environment through human activity, at a rate greater than that at
which it can be rendered harmless by the environment, and which
has an appreciable effect on the organisms in the environment..

Pollution is
• Adding something to an environment
• Made or caused by human activity
• Added faster than it can be treated
• Affects organisms

Substance Environment Harmless

Agent
1.5.U1 Pollution is the addition of a substance or an agent to an
environment through human activity, at a rate greater than that at
which it can be rendered harmless by the environment, and which
has an appreciable effect on the organisms in the environment..
• The contamination of air, water, or soil by
substances that are harmful to living organisms.
• Naturally,(ex. through volcanic eruptions), or
unnaturally (ex. the spilling of oil and disposal or
industrial waste)
1.5.U1 Pollution is the addition of a substance or an agent to an
environment through human activity, at a rate greater than that at
which it can be rendered harmless by the environment, and which
has an appreciable effect on the organisms in the environment..

Classification
• Matter (solids, liquids gases)
• Organic (containing carbon) - sewage
• Non-organic - plastics
1.5.U2 Pollutants may be in the form of organic or inorganic
substances, light, sound or thermal energy, biological agents or
invasive species, and may derive from a wide range of human
activities including the combustion of fossil fuels

Organic & Inorganic

1.5.U2 Pollutants may be in the form of organic or inorganic
substances, light, sound or thermal energy, biological agents or
invasive species, and may derive from a wide range of human
activities including the combustion of fossil fuels

Light, sound, thermal

pollution
1.5.U2 Pollutants may be in the form of organic or inorganic
substances, light, sound or thermal energy, biological agents or
invasive species, and may derive from a wide range of human
activities including the combustion of fossil fuels

Light, sound &

thermal pollution
1.5.U2 Pollutants may be in the form of organic or inorganic
substances, light, sound or thermal energy, biological agents or
invasive species, and may derive from a wide range of human
activities including the combustion of fossil fuels

Biological agents
1.5.U2 Pollutants may be in the form of organic or inorganic
substances, light, sound or thermal energy, biological agents or
invasive species, and may derive from a wide range of human
activities including the combustion of fossil fuels

Invasive species
1.5.U2 Pollutants may be in the form of organic or inorganic
substances, light, sound or thermal energy, biological agents or
invasive species, and may derive from a wide range of human
activities including the combustion of fossil fuels
1.5.U2 Pollutants may be in the form of organic or inorganic
substances, light, sound or thermal energy, biological agents or
invasive species, and may derive from a wide range of human
activities including the combustion of fossil fuels

Fossil Fuels
1.5.U2 Pollutants may be in the form of organic or inorganic
substances, light, sound or thermal energy, biological agents or
invasive species, and may derive from a wide range of human
activities including the combustion of fossil fuels

Human activities
1.5.U2 Pollutants may be in the form of organic or inorganic
substances, light, sound or thermal energy, biological agents or
invasive species, and may derive from a wide range of human
activities including the combustion of fossil fuels

Case Study
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

– Fossiloffuels
Sources - release greenhouse
Pollution
gases, can contribute to respiratory
problems and acid rain
– Domestic waste - food waste,
sewage, rubbish (glass, plastics,
paper, wood, metals)
– Industrial waste - heavy metals,
heat (in air and/or water), acids
– Agricultural waste - fertilizers,
animal waste, and pesticides
contaminate water sources
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic
Point source or non-point source?
 Point vs. Nonpoint
NONPOINT SOURCES

Rural homes

Urban streets Cropland

Animal feedlot

Suburban POINT
development SOURCES
Factory

Wastewater
treatment
plant
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Point source: Pollution

that can be traced back to
a single origin or source
(ex. sewage treatment
plant discharge)..
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Point source:
• Examples
– Drainage pipe
– Leaking storage tank
– Factory chimney
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Point source:
• Regulation is simpler
– Localized
– Often a single party is
responsible
– One jurisdiction
 Point Source Pollution
Example Challenges for management
Effluent from sewage Easily identifiable, enforce laws against polluters, monitor
pipe and measure types of pollution and its effects
Discharge from Easily identifiable, enforce laws against polluters, monitor
smokestack from a and measure types of pollution and its effects. Enforce
factory containment or conversion, i.e. scrubbers
Exhaust from tailpipe of Easily identifiable but with the enormous number of tail
car pipes this becomes very difficult, enforce and make more
stringent the emission laws, encourage alternatives such as
electric cars, hybrids
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Non-point source:
• Pollution which cannot
be traced back to a
single origin or source
(ex. storm water
runoff, water runoff
from urban areas and
failed septic systems).
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Non-point source:
– Examples
• Agricultural runoff
• Vehicle exhaust
• Industrial emissions
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Non-point source:
– Regulation is more
challenging
• Identify multiple
sources
• Who is responsible
• Different legal
jurisdictions
• Large-scale
intervention
 Non-Point Source Pollution
Example Challenges for management
Fertilizer run-off, Difficult to identify source. Difficult to enforce or to
pesticide and herbicide remediate
run-off
Animal and Human Difficult to identify source. Difficult to enforce or to
waste remediate
Strom sewer discharge
into water ways
containing oil, grease,
slat, etc.
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Persistent Organic
Pollutants (POPs)
– Can’t be broken down
by living organisms
– Passed along food
chains as a result
– Concentrations build
with each higher
tropic level resulting
in biomagnification
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Persistent Organic
Pollutants (POPs)
– resistant to
environmental
degradation through
chemical, biological,
and photolytic
processes.
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Persistent Organic
Pollutants (POPs)
– Examples
• Heavy metals
• Older pesticides such
as DDT
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Biodegradable
– capable of being
decomposed by
bacteria or other
living organisms
– Does not build up in
individuals or get
passed along food
chains
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Biodegradable
– Examples
• Sewage
• Food waste
• Most modern
pesticides
• Degradable plastic
bags
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Acute – large amounts of pollutant

released at one time
– Symptoms appear soon after short, intense
exposure
– Bhopal Disaster 1984
1.5.U3 Pollution may be nonpoint or point source persistent or
biodegradable, acute or chronic

• Chronic – long term release of small

amount
– Symptoms appear after long term, low level
exposure
– Air pollution
1.5.U4 Pollutants may be primary (active on emission) or
secondary (arising from primary pollutants undergoing physical or
chemical change)

• Primary – 1st released directly from the

source
• Secondary – 2nd form from interactions of
primary pollutants with one another or
the environment.

• Some pollutants may have a lag time

before an appreciable effect on an
organisms is evident
1.5.U4 Pollutants may be primary (active on emission) or
secondary (arising from primary pollutants undergoing physical or
chemical change)
• Primary
– Carbon monoxide – released from the incomplete
combustion of fossil fuels
– Nitrogen oxides – released by industry and
automobiles
– Sulfur oxides – emitted from burning coal
1.5.U4 Pollutants may be primary (active on emission) or
secondary (arising from primary pollutants undergoing physical or
chemical change)

• Secondary
– Formation of acid rain
– Formation of smog
– Formation of ozone
Pollution management strategies can be applied at different levels

Measuring Pollution

• Directly
– Water/soil pollution
• Nitrates and phosphates
• Organic matter or bacteria
• Heavy metals
– Air pollution
• Acidity of rainwater
• Amount of fas in the
atmosphere
• Amount of particles
emitted by a diesel engine
Pollution management strategies can be applied at different levels

Measuring pollution
• Indirect
– Abiotic factors
• Dissolved oxygen
– Biotic factors
• Lichen on trees
• Invertebrates in the
water
Pollution management strategies can be applied at different levels

• Level 1 - Changing human

Pollution
activitiesManagement Strategies
to prevent/reduce
the release of pollutants
– Most proactive
– Give alternatives (electric
cars, solar power, mass
transit
– Educate
– Legislation (charge more for
electricity/gas)
– Economic incentives (rebates
for solar panels
– Difficult to achieve because it
is necessary to change
behavior of people, business
and/or government)
Pollution management strategies can be applied at different levels

• Level 2 - Preventing or
regulating the
production/release of pollutants
– Legislation and regulation
(emissions standards for cars
– Develop technology for extracting
pollutants
– Monitoring is easy
– Strategy fails to fully address the
problem because pollutant is still
being produced
Pollution management strategies can be applied at different levels

• Level 3 - Working to
clean up or restore
damaged ecosystems
– Last resort, there is
already an impact
– Removing pollutant
from ecosystem (think
trash)
– Replanting/restocking
lost or depleted
populations
Pollution management strategies can be applied at different levels
Pollution management strategies can be applied at different levels

Human Factors Affect Management

• Cultural
– Impoverished pollute
less because they
consume less
– Subsistence farmers
may pollute less
because they have
more intimate
relationship with land
Pollution management strategies can be applied at different levels

Human Factors Affect Management

• Political
– Weak regulations and
lack of enforcement in
LEDCs (i.e. Nigeria’s oil
delta
– Strong corporate
involvmenet and
lobbying in policy
decisions in MEDCs (i.e.
US Congress)
Pollution management strategies can be applied at different levels

Human Factors Affect Management

• Economic
– MEDC’s have luxury of
worrying about clean
environment
– People in poverty recycle
more out of necessity
– Cheaper to continue to
pollute
– If fines and punishments
are less than the cleanup
or reduction costs,
polluting continues
1.5.U5 Dichlorodiphenyltrichlorethane (DDT) exemplifies a conflict
between the utility of a “pollutant” and its effect on the
environment.

• DDT kills mosquitoes and

lice
• DDT invented during WW2
to combat typhus and
malaria
• Later used widely in
agriculture
1.5.U5 Dichlorodiphenyltrichlorethane (DDT) exemplifies a conflict
between the utility of a “pollutant” and its effect on the
environment.
1.5.U5 Dichlorodiphenyltrichlorethane (DDT) exemplifies a conflict
between the utility of a “pollutant” and its effect on the
environment.

• DDT clearly works to eliminate mosquitoes, according to

multiple studies
• However, its impact on human health and the environment is
less clear: killing mosquitoes stops people from dying, but at
what cost to the health of the overall population
1.5.U5 Dichlorodiphenyltrichlorethane (DDT) exemplifies a conflict
between the utility of a “pollutant” and its effect on the
environment.

• Health impacts of DDT: Some

studies found increased rates of
– Asthma and diabetes
– Liver, breast, and pancreatic
cancers
– Early pregnancy loss, premature
birth and low birth weight
– Male infertility in exposed
populations
1.5.U5 Dichlorodiphenyltrichlorethane (DDT) exemplifies a conflict
between the utility of a “pollutant” and its effect on the
environment.

• Environmental impacts of DDT:

1.5.U5 Dichlorodiphenyltrichlorethane (DDT) exemplifies a conflict
between the utility of a “pollutant” and its effect on the
environment.
1.5.U5 Dichlorodiphenyltrichlorethane (DDT) exemplifies a conflict
between the utility of a “pollutant” and its effect on the
environment.

Case Study
• American Bald Eagle
– Common through North America
– Reduced to as few as 400 nesting pairs by 1960s
– Decline caused by habitat loss and widespread us
or DDT
– Toxins accumulate in fatty tissue of adults
– Egg shells too thin to survive
1.5.U5 Dichlorodiphenyltrichlorethane (DDT) exemplifies a conflict
between the utility of a “pollutant” and its effect on the
environment.
1.5.A2 Evaluate the effectiveness of each of the three different
levels of intervention, with reference to figure 3

• Evaluate – weight the pros

and cons, then reach a
conclusion about which are
more significant
• Think of it as a cost benefit
analysis
– How is each intervention
level successful?
– What hinders the success
of each intervention level?
– Which level is likely to be
the most effective and
feasible to implement?
– Justify your conclusion with
reasons and evidence
1.5.A3 Evaluate the use of DDT

• Task
– What are the pros and cons?
– What are the successes?
– What are the problems?
– Which are more important
– Be careful in looking at
sources. Are they biased? Can
they substantiate their claims
1.5.S1 Construct system diagrams to show the impact of
pollutants

• This diagram links the

movement of
pesticides with the
water cycle

• Your diagram should

include and label all
aspects of the system:
– Storages
– Sinks
– Flows (inputs and
outputs