EV301 Block 1-ES Study Guide 21-1 PDF

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Department of Geography and Environmental Engineering United States Military Academy West Point, New York

EV301: Environmental Science for Engineers & Scientist STUDY GUIDE BLOCK ES: EARTH AS A SYSTEM “What are the foundations of Environmental Science?”

Wallen et al., 2019, Figure 1

Term 21-1 1

EV301 (Environmental Science), Block ES (Earth as a System) Study Guide

Table of Contents: Introduction..................................................................................................................................... 2 Course Outcomes............................................................................................................................. 3 Block ES: Earth as a System............................................................................................................ 3 Lesson 1 (ES1): Introduction to Environmental Engineering and Science.................................4 Lesson 2 (ES2): Documentary: “Last Call at the Oasis” (View Out-of-Class)..............................7 Lesson 3 (ES3): Earth Systems.................................................................................................. 10 Lesson 4 (ES4): Mass Balance.................................................................................................... 12 Lesson 5 (ES5): Biogeochemical Cycles.....................................................................................18 Lesson 6 (ES6): Energy Flow..................................................................................................... 21 Lesson 7 (TP1): Scientific Method 1 & Critical Thinking...........................................................23 Lesson 8 (TP2): Scientific Method 2 & Experimental Research Methods...............................28

Introduction As the introductory course for Environmental Engineering and Environmental Science, EV301 provides a broad understanding of current global and local environmental issues. It specifically focuses on natural ecosystems processes, the effects of pollution on human health, assessing the level of risk associated with pollution, and the environmental effects of energy use, air pollution, global climate change, acid rain, and smog. Discussions of anthropogenic influences on the environment also consider social, economic, technological, and political impacts. Students learn to evaluate environmental issues through article briefs and interactive debates. A course project requires cadets to apply the scientific method to evaluate a current environmental problem and provides an opportunity to integrate multiple course topics with an indepth study of an issue of interest.

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EV301 (Environmental Science), Block ES (Earth as a System) Study Guide

Course Outcomes

1. Explain how ecosystems function and change. 2. Evaluate environmental impacts using life cycle assessment tools and investigate ways to minimize those impacts. 3. Evaluate human impacts that lead to strained natural resources. 4. Compare energy sources and their various environmental impacts. 5. Assess the associations between environmental hazards and human health. 6. Identify sources and impacts of waste streams on the environment, along with strategies to mitigate pollution. 7. Develop proficiency in collecting and analyzing lab and field data, deducing patterns, and formulating the next step in an on-going study. 8. Effectively communicate with a range of audiences based upon evaluating current local and global environmental issues through individual and group work based on the scientific method and engineering principles. 9. Demonstrate an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgements, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.

Block ES: Earth as a System These lessons introduce the foundations of environmental science. We examine the natural systems that comprise the Earth and significant biogeochemical cycles, as well as the relationship between these natural systems and humans. We consider several challenges and potential solutions that will carry through to future blocks of this course. The final lesson in this block focuses on fundamental concepts required for the term project and how scientists critically approach environmental questions. 3

EV301 (Environmental Science), Block ES (Earth as a System) Study Guide

Lesson 1 (ES1): Introduction to Environmental Engineering and Science Knowledge about the discipline of Environmental Science enables us to gain a fuller understanding of the Earth's environment, within which Environmental Engineering solutions are applied. In this lesson, we explain how this course is organized and what we will study throughout the semester. The syllabus, course objectives, and lesson preparation requirements are listed on Blackboard. We introduce the disciplines of Environmental Engineering and Environmental Science, and discuss how our attitudes and actions, both as individuals and as groups, impact the environment, sometimes in an adverse way. To change human attitudes, we must have sound knowledge and good reasoning skills. We begin acquiring that knowledge and those skills in this lesson.

Lesson Objectives 1.

Differentiate between the scopes of Environmental Engineering and Environmental Science.

2. Evaluate the relationship between human population growth and taking an integrated approach toward sustaining environmental resources. 3. Identify the Grand Challenges that Environmental Engineers must address in the 21st Century.

4. Calculate future population based on linear or exponential growth rates. 5. Compute doubling time.

Lesson Preparation 1.

Read the course textbook Essential Environment, Chapter 1 (“Our Island, Earth” through “The Nature of Environmental Science” pg. 3-7; “Sustainability and our Future” pg. 17-20), Chapter 3 (“Population Ecology” pg. 61-65), Chapter 6 (“Our World at Seven Billion” pg. 121-123).

2. Read the course textbook Introduction to Environmental Engineering, Chapter 1 (pg. 2-4) and Chapter 13 (pg. 956-958). 3. Read the course textbook Env Eng in 21st Century, Introduction section (pg. 1-7). 4. Scan Fundamentals of Engineering Reference Handbook 10.0.1, Population Modeling (pg. 327328). 5.

Browse the Admin Section of the course on Blackboard. Bring your calculator and textbooks.

6. Review the Army website at https://www.asaie.army.mil/Public/ES/sustainability.html to become familiar with the Army’s sustainability goals.

Key Terms  

Environmental Engineering Environmental Science

 

interdisciplinary approach sustainability 4



carrying capacity

EV301 (Environmental Science), Block ES (Earth as a System) Study Guide

Population Growth Rates Linear Growth Rate: (increase by a constant number) y = mx + b or Pt = kt + P0 Where: Pt = population at some future time, t Po = population at time = 0 (most often: present population) k = growth rate (percent/year) calculated using historical linear data t = elapsed time in years relative to time zero

Exponential Growth Rate and Doubling Time, Td: (increases by a constant percentage)

Pt =P o ek ∆ t T d ~¿

70 R

Where:

Pt = population at some future time, t Po = population at time = 0 (most often: present population) e = base of natural logarithms (2.71828) [best to use calculator “e” function key] k = growth rate as a decimal (k = R/100); where R = growth rate as a percentage t = number of years over which growth is to be calculated

Note that “70” is a useful rule derived from

kt

Pt =P o e

by setting the later population (Pt) equal to

twice that of the initial population (P0). Solving for time (t) and letting

t=T d yields the equation for

the doubling time (Td) above.

Logistic Growth: (similar to exponential growth but the growth rate slows down, and the population eventually reaches a constant size)

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EV301 (Environmental Science), Block ES (Earth as a System) Study Guide

EV301 In-Class Problem (Calculate Future Population and Doubling Time)

1. In 2020, the United States population is 3.31x10 8 and has a growth rate of 0.59% increase from 2019. What is the projected population in 2025? Assume a constant growth rate each year. (https://www.macrotrends.net/countries/USA/united-states/population-growth-rate; Accessed 23 Jul 2020)

2. What is the doubling time associated with the information from problem 1?

3. What is the doubling time associated with the countries in the chart below?

Growth Rate* (%)

Current Population** (people)

Afghanistan

2.82

38,928,346

Uganda

3.31

45,741,007

Japan

-0.16

126,476,461

China

0.48

1,439,685,071

India

1.16

1,380,893,283

Country

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Doubling Time (yrs)

EV301 (Environmental Science), Block ES (Earth as a System) Study Guide

World

1.05

7,800,089,718

*Roser M, Ritchie H, Ortiz-Ospina E. 2019. World population growth [Internet]. OurWorldInData.org; [cited 2020 Jul 23]. Available from https://ourworldindata.org/world-population-growth **World O Meter. 2020. Countries in the world by population [Internet]. [cited 2020 Jul 23]. Available from https://www.worldometers.info/world-population/

Lesson 2 (ES2): Documentary: “Last Call at the Oasis” (View Out-of-Class) Outside of class, you will view portions of the documentary Last Call at the Oasis and then review the overarching questions spanning the blocks of this course. Your first assignment is based on this documentary and requires you to incorporate specific examples from the documentary into your reflection assignment. As you watch the documentary, take notes and ensure you complete the notetaking outline in this study guide. While you are encouraged to watch the entire documentary, listed at the top of the Documentary Notetaking Outline below are the important time breaks you must view in order to successfully fill out the notetaking outline and acquire the critical information you will need to complete the reflection assignment. Lesson Objectives 1.

View a current environmental documentary covering a variety of case studies. [Out-of-class activity]

2. Consider what you view in the documentary as it relates to the questions outlining the lesson blocks in the syllabus. Lesson Preparation 1.

Read the Documentary Notetaking Outline (located in this study guide) BEFORE you watch the documentary to facilitate notetaking while viewing “Last Call at the Oasis.”

2. Review lesson objectives and key terms within this study guide and topics listed in the syllabus to will help you readily identify links between EV301 and the case studies covered in the documentary. 3. View the documentary online at https://digitalcampus.swankmp.net/westpoint268650/watch/EE09F4CAFF71842A? referrer=direct Key Terms



endocrine disrupting compound/endocrine disruptor



precautionary principle



recycled water

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EV301 (Environmental Science), Block ES (Earth as a System) Study Guide

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EV301 (Environmental Science), Block ES (Earth as a System) Study Guide Documentary Notetaking Outline – “Last Call at the Oasis” The case studies presented in “Last Call at the Oasis” provides a discussion on significant environmental topics with a focus on water. The documentary traverses the variety of topics using the following outline: I. II. III. IV. V. VI.

Water as a Finite Resource Hidden Costs of Water & Pollution Impact of Chemicals Solutions to Pollution: Bottled vs. Recycled Water Wars vs. Path to Peace Outlook for the Future

Time Break (View This) 2:00 to 11:29 28:50 to 35:52 45:30 to 54:34 1:06:07 to 1:13:16 1:19:44 to 1:26:24 1:32:18 to 1:34:20

The notetaking outline below is designed to help enable capture of significant concepts from the documentary and aid in efforts associated with the documentary reflection assignment. I. Water as a Finite Resource (2:06 to 11:29) A.

is the single most necessary element to live and thrive.

B. Elevation in Lake Mead behind the Hoover Dam has been dropping at a rate of with the current elevation at

ft per year

ft. {As of July 23, 2020  1,086.21 ft reported at

http://mead.uslakes.info/level.asp} C. Hoover Dam stops generating electricity when Lake Mead is at

ft.

D. A potential solution to Las Vegas’ water shortage is the construction of a $3 billion _______

from Baker (population: 150) to Las Vegas (population: > 2,000,000).

Quote to Consider: “So am I supposed to sit here and say the fate of two million people doesn’t matter to me? They’re just going to have to live with whatever Mother Nature decides to dole out. That is about as irresponsible a statement as I’ve heard…” - Ms. Pat Mulroy, Southern Nevada Water Authority II. Hidden Costs of Water and Pollution (28:50 to 35:52) A. In arid and semi-arid regions, watering the lawn may account for

% to

% of

household water use. {3x the volume of Lake Mead just to water grass each year} B. There is a hidden cost of water in almost every product we use: Item Average Pool Hot Tub Bathtub

Obvious Cost Gallons of Water

Item 4 lbs of Steak T-shirt Glass of Wine

C. The challenge for wastewater treatment includes D. The Clean Water Act has been violated

Hidden Cost Gallons of Water

and

.

between 2004 to 2009.

III. Impact of Chemicals (45:30 to 54:34) A. Some chemicals can take up to

years to remove from the environment.

B. Anything that would interfere with a hormones action is referred to as an _________

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_______

_

EV301 (Environmental Science), Block ES (Earth as a System) Study Guide C.

is the most common pesticide contaminant of drinking water and groundwater.

D. The

______

is the concept that if there is any data to suggest that

something is harmful, the manufacturer has to prove it is safe prior to being placed on the market (guilty until proven innocent). Quote to Consider: “Based on the Toxic Substances Control Act since 1976, EPA has issued regulations to control only 5 existing chemicals (hexavalent chromium, dioxin, chlorofluorocarbons, asbestos, and polychlorinated biphenyl) determined to present an unreasonable risk. That is 5 out of almost 80,000 existing chemicals.” - Ms. Lisa Jackson, EPA Administrator, 2009-2013 IV. Solutions to Pollution: Bottled vs. Recycled (1:06:07 to 1:13:16) A. Bottled water is / is not (circle correct words) regulated by the EPA as with drinking water. B. Approximately C.

% of bottled water comes from tap water. is obtained when taking water just used and using it again.

D. The problem is not making the water pure, the problem is

people to drink it.

V. Water Wars vs. Path to Peace (1:19:44 to 1:26:24) A.

is the most expensive source of water to use…and energy intensive which

produces large quantities of greenhouse gases. B. There have been where

/

documented water disputes over the past 50 years

are cooperative, with very little actual violence occurring and no wars.

C. Water issues can lead people to talk about

.

D. Friends of the Earth Middle East is an example of a regional organization that brings ,

, and

together as one organization to meet to solve

differences focused around water concerns. VI. Outlook for the Future (1:32:18 to 1:34:20) A. Los Angeles plans to produce drinkable recycled water by B. We can take steps to ensure there is a of time. It’s not a

.

water supply over a much longer period

problem, but is a

problem.

Lesson 3 (ES3): Earth Systems

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EV301 (Environmental Science), Block ES (Earth as a System) Study Guide Today, we begin our look at earth systems. We define types of systems and examine how a systems approach improves our understanding of the interrelatedness of the Earth's processes. We introduce ecosystems and examine the role of positive and negative feedbacks on system stability. We also introduce mass balance concepts as a means to evaluate a variety of system responses. The use of mass balance principles permeates a variety of topics both in this course and almost all others within the environmental engineering sequence and major.

Lesson Objectives 1.

Describe the basic components of Earth systems.

2. Describe system responses to matter cycling and the flow of energy. 3. Calculate change in a hydrologic system.

4. Calculate residence time for a variety of Earth systems. Lesson Preparation 1.

Read Essential Environment, Chapter 2 (“Earth’s Environmental Systems” pg. 24-30 plus pg. 40).

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EV301 (Environmental Science), Block ES (Earth as a System) Study Guide 2. Read Introduction to Environmental Engineering, Chapter 2 (pg. 26-30), Chapter 4 (pg. 111-112, 116-123). 3. Scan Fundamentals of Engineering Reference Handbook 10.0.1, Hydrologic Mass Balance (Budget) (pg. 290). 4. Bring the in-class problem (posted on the following page in this study guide) to class.

Key Terms 

positive feedback



dynamic equilibrium



negative feedback



average residence time

“The Earth System provides the basis for all human societies and their economic activities. People need clean air to breathe, safe water to drink, healthy food to eat, energy to produce and transport goods, and natural resources that provide the raw materials for all these services. However, the 7 billion humans alive today are collectively exploiting the Earth’s resources at accelerating rates and intensities that surpass the capacity of its systems to absorb wastes and neutralize the adverse effects on the environment. In fact, the depletion or degradation of several key resources has already constrained conventional development in some parts of the world.” - United Nations Environment Programme, Global Environment Outlook: Environment for the future we want (GEO-5)

EV301 In-Class Problem (Calculate Change in a Hydrologic System)

http://www.tpwd.state.tx.us/fishboat/fish/recreational/lak es/kickapoo/access.phtml

(Modified Problem 4-2, D&C pg. 186) Lake Kickapoo, TX, is approximately 12 km in length by 2.5 km in width with a surface area of 3x107 m2. The inflow for the month of March is 8.7x106 m3 and the outflow is 7.8x106 m3. The total monthly precipitation is 0.152 m and the evaporation is 3x106 m3. The monthly seepage (infiltration out) is estimated to be 7.5x105 m3. Estimate the change in storage (in m3) during the month of March.

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EV301 (Environmental Science), Block ES (Earth as a System) Study Guide

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EV301 (Environmental Science), Block ES (Earth as a System) Study Guide

Lesson 4 (ES4): Mass Balance Understanding concepts of mas...