Questions For the Final Exam

Here are the questions for the Final Exam (I have modified some of them slightly from the original form). Enjoy.

1. Discuss some examples throughout history in which humans were unable to predict their effects on the environment. Why is this the case?

2. Discuss some ways in which humans use the environment for non-exploitative satisfaction (i.e. entertainment). Do you think that we can use this as a mechanism for conservation?

3. Relate/Apply lessons learned from the use of "old" technology with the emergence of "new" technology.

4. Explain the effects of an invasive species on an areas ecological, economical, and cultural aspects.

5. Pick one issue (from McG's Lectures, your readings, or student presentations) that you think everyone should know about. What should they know and why do you think that?

Nanotechnology

Presenter- Rebecca Spence

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

define nanotechnology
-describe the differences between nanoparticles and their bulk counterparts
-discuss potential environmental risks of nanosilver
-understand federal regulation of nanoproducts
-discuss their own opinion of whether nanotechnology is safe or if more research is needed

Powerpoint Presentation

http://www.slideshare.net/secret/xVHkQBQrrMJgxP

Cane Toads

Presenter- Rami Alrayes

Expected Learning Outcomes

Why where cane toads brought to Australia? In order to control the invasive beetle population devastating cane crop

Why where they unsuccessful at doing this? Cane toads could not reach beetles that where high up on the cane and instead ate everything else.

What effect are cane toads having on native populations? Killing them off or substantially lowering their numbers. They are killing native top predator (crocodile) which may cause tropic cascade.

How do cane toads kill/weaken predators that eat them? Through a toxin, bufotoxin.
Why are Cane Toads spreading so quickly in Australia? High birth rate, no true native predators, humans feeding them.

How can they be controlled? Virus-unlikely due to difficulty of creation and possibility of it spreading to other native pops. Lungworm- unlikely because it is invasive and don’t want it spreading to native populations. Pheromones- Best solution so far due to specificity but more study needed.

How have locals responded to cane toads? Mixed feelings. Some love them and even keep them as pets. Others truly despise them and kill as many as possible.

Powerpoint Presentation

http://www.slideshare.net/secret/3QyOJkEHrBT5sy

Further reading

Cane Toad fact sheet from Australian Museum of Natural Culture
http://australianmuseum.net.au/Cane-Toad
Cane Toad Video “An Unnatural History”
http://www.youtube.com/watch?v=4mvV8OT-mmE (Part 1)
http://www.youtube.com/watch?v=v6ERCHFlN1A&feature=related (Part 2)
http://www.youtube.com/watch?v=p8MZtzEoiTY&feature=related (Part 3)
http://www.youtube.com/watch?v=wqCQO_cRypg&feature=related (Part 4)
http://www.youtube.com/watch?v=OtMtIItimjQ&feature=related (Part 5)

Orcas

Presenter- Geoffrey Allison

Expected Learning Outcomes

At the end of this presentation, a fully engaged student should be able to:

-Provide general characteristics of the Orca
-Distinguish between Orca forms and communities
-Show an understanding of the geographic range of the Southern Residents
-Identify the two major causes threatening the Southern Residents and offer possible solutions

Powerpoint Presentation

http://www.slideshare.net/secret/mRLTLA0OBwSSgI

Transportation Technology

Presenter- Shauna Santellan

Expected Learning Outcomes

By the end of the course a fully engaded student should be able to

1. State the main components that power hybrid, electric, and fuel cell vehicles

2. Name the 3 aspects of “green design” that hybrids are built based off of

3. List the 3 main hybrid technologies used

4. Name 3 of the 5 pollutants that federal and California tailpipe standards limit

5. Be able to discuss some of the challenges of implementing the use of fuel cell vehicles

6. State what component causes most of the problems with electric vehicles

7. Tell how many pounds of carbon dioxide result from burning 1 gallon of fuel

8. Name the most important source of information from this presentation


Answers:
1. Hybrids: Gasoline engine and electric motor
Electric: Hydrogen and fuel cell stacks
Fuel Cell: Rechargeable battery and electric motor
2. Improved aerodynamics
Lower body weight
Smaller, lighter, and less powerful engines
3. Regenerative braking
Electric motor drive/assist
Automatic Start/Shutoff
4. Hydrocarbons
Nitrogen oxides
Carbon monoxides
Particulate matter
Formaldehyde
5. Onboard hydrogen storage
Durability and reliability
Cost
Supplying hydrogen to consumers
Competition
Safety concerns of hydrogen handling
Public acceptance
6. Battery
7. 20 pounds
8. My daddy:)

Powerpoint Presentation

http://www.slideshare.net/secret/2E4HfZm0wjwkoa

Medical Wastes

Presenter- Devin Bailey

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- define medical waste (EPA, MWTA, Texas)
- understand regulations on medical waste
- understand penalties both civil and criminal
- explain the purpose of incineration
- know toxins that are produced and what causes them to be produced
- know how these toxins effect our environment
- diagram toxins release from incineration to introduction in food chain
- know how these toxins can effect humans
- briefly discuss what can be done to lessen toxin production

Powerpoint Presentation

http://www.slideshare.net/secret/bBW4lEzzN0muv

Snakehead Fish

Presenter- Brad Dosher

Expected Learning Outcomes

At the end of this presentation, a fully engaged student should be able to

1) Define invasive species

2) Describe the native range of the snakehead fish

3) Explain the importance of the snakehead fish’s ability to breath air and walk

4) Explain the two ways in which the snakehead was introduced to the Unites States

5) Explain the ecological damage that the snakehead could possibly cause

6) Describe the various techniques being used to control or eliminate the snakehead fish populations present in the United States

Powerpoint Presentation

http://www.slideshare.net/secret/Ig9POWGteSxApd

Geoengineering

Presenter- Rebecca Buie

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

1. define geoengineering?
- the deliberate, large scale manipulation of the environment by human actions to reduce global temperatures or greenhouse gases within the atmosphere.
2. By what method does cloud- seeding bring about a reduction in global temperatures?
- Cloud- seeding adds more shiny clouds to the atmosphere which reflect a greater proportion of sun rays.
3. From what natural phenomenon did scientists get the idea for stratospheric sulfate aerosols?
-From volcanoes, especially Mt. Pinatubo.
4. Name two mechanisms that propose a method for delivering sulfur aerosols to the stratosphere.
-Stratoshield and extending smoke stacks
5. Name two risks associated with geoengineering.
-weaponization and the potential for rapid warming
6. In what situation is geoengineering supposed to be implemented?
-As an emergency back-up plan
7. True or False: Will implementing sulfate aerosols lower the amount of carbon dioxide within the atmosphere?
-False: it will only decrease the amount of sunlight the Earth receives, thus only reducing global temperatures.
8. How are sun shades supposed to reduce global temperatures?
-By slightly reflecting some of the sun’s rays away from the earth.

Powerpoint Presentation

http://www.slideshare.net/secret/eZMIzQxdCDN9VA

North American Prairie Destruction and Revitalization Programs

Presenter- Obed Hernandez

Expected Learning Outcomes

By the end of this course a fully engaged student will
1. Be able to define a prairie in terms of climatic characteristics, vegetation composition, and geographical location within the United States.
2. Be able to explain the reasons why prairies experience arid climate patterns based on topography, location, and wind patterns.
3. Identify the prairie characteristics found in Lubbock.
4. Relate the 100th meridian line in relation to precipitation patterns and vegetation distribution within the prairies of the Great Plains.
5. Identify the reasons for prairie destruction concerning to human population increase in the area during the mid 19th century.
6. Name a major historical event in the early 20th century related to prairie destruction and the events that led to it.
7. Identify the causes of soil erosion.
8. Identify the effects of soil erosion.
9. Identify governmental resolutions enacted by the United States government in order to resolve the problem of soil erosion, how does it work?
10. Identify a local prairie (Lubbock Lake Landmark), and a local problem associated with vegetation change.
11. Be able to state what caused the vegetation change in the area and how the staff of Lubbock Lake Landmark is attempting to resolve it.

Powerpoint Presentation

http://www.slideshare.net/secret/sVfUKzRJ6B9JvD

Ecotourism in Sabah, Malaysia

Presenter- Levi Schlegel

Expected Learning Outcomes

By the end of this presentation, a fully engaged student should be able to:
1. Identify the state of Sabah in terms of geographic location, political affiliation, and general characterization
2. Identify the 4 contemporary parameters that define ecotourism
3. Identify 2 of the 7 National Parks in Sabah and characterize their primary geographic or ecological attraction
4. Identify the UNESCO-designated status of Kinabalu National Park in Sabah, Malaysia and briefly characterize the significance of this designation
5. Identify 2 species classified as endangered or threatened by the IUCN that are found in Sabah and name a specific location in which they are found
6. Identify and briefly characterize 2 of the 3 enumerated hurdles that Sabah faces in further developing its ecotourism industry

Powerpoint Presentation

http://www.slideshare.net/secret/uDpfVI8hIOtjFj

Ecological Effects of the Indonesian Tsunami

Presenter- Colleen Flynn

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

1) Explain what causes a tsnumai
2) List effects of Flooding and Receding Waters on rivers, farm soil, and coral reefs
3) Discuss effects of sedimentation on coral reefs
4) Identify three effects of the tsunami on Sea Grass
5) List a benefit of mangroves and what the loss of mangroves has caused
6) Indentify whether the population number of Dugong was severely impacted by the tsunami
7) Describe the state of beaches following the tsunami and implications it had on turtle nesting

Powerpoint Presentation

http://www.slideshare.net/secret/JZbrpIMmMDUdAH

Electropollution

Presenter- Kristi McCaleb

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

1) explain the meaning of electropollution.

2) explain where electropollution comes from and the potential consequences of electropollution

3) discuss why this is a relatively new and even controversial subject

4) discuss some possible tips to reduce individual electropollution encountered and potential solutions to the problem.

Powerpoint presentation

http://www.slideshare.net/secret/rV67sIVFRZ2R0

Possum Kingdon Lake

Presenter- Laura Stout

Expected learning outcomes

By the end of this course a fully engaged student should be able to

1. define eutrophication
2. describe the process that leads to eutrophication in lakes and rivers
3. describe how the black sea is a unique example of a dead zone
4. describe the combination of factors that led to eutrophication in Possum Kingdom Lake
5. describe how golden algae was such a deadly killer

Further Reading

Here are some websites that will be helpful for students to read:
http://www.cop.noaa.gov/stressors/extremeevents/hab/habhrca/FreshwaterReport_final_2008.pdf
http://aces.nmsu.edu/pubs/_circulars/CR647.pdf
http://www.eoearth.org/article/Eutrophication

Questions for Final Exam

Here are the questions for the Final Exam (I have modified some of them slightly from the original form). Enjoy.

1. Discuss some examples throughout history in which humans were unable to predict their effects on the environment. Why is this the case?

2. Discuss some ways in which humans use the environment for non-exploitative satisfaction (i.e. entertainment). Do you think that we can use this as a mechanism for conservation?

3. Relate/Apply lessons learned from the use of "old" technology with the emergence of "new" technology.

4. Explain the effects of an invasive species on an areas ecological, economical, and cultural aspects.

Writing Assignment

Human Population

Your assignment is to write an "opinion piece" for a newspaper (you should indicate which paper you choose to write for) discussing some aspect of humnan population growth at a local, regional, state, national, or international scale. Because this is a class about the environment, at least some of your paper should discuss the relationship between population and environmental issues.

Length: Maximum of three pages double spaced.

Rough Draft Due: Thursday April 15th

Final Draft Due: Tuesday May 4th

Asian Carp- an Invasive Species

Presenter: Elizabeth Portillo

Date: April 1, 2010

Video

Here is a video from CBS that I think hits a lot of the high points of my topic if you would like to post it on the blog prior to or after my presentation: http://www.youtube.com/watch?v=oii4U3cQx_E


Expected Learning Outcomes

By the end of this presentation a fully engaged student should be able to:

- define invasive species
- discuss the threats caused by invasive species in general
- discuss factors that allow species to invade/succeed in new communities i.e. novel associations (predator v. prey) and competition
- discuss how and why Asian Carp were introduced
- discuss threats caused by Asian Carp
- discuss strategies to exclude or eliminate Asian Carp
- discuss the ongoing political issues and supreme court involvement regarding prevention of Asian Carp spread

Powerpoint Presentation

http://www.slideshare.net/secret/uzCfq9n8hTe4cK

Global Warming Effects of Mating Behavior

Presenter: Emily Collins

Presentation

http://www.slideshare.net/secret/qbauz3aXPGHGhW

Readings

http://www.pnas.org/content/103/16/6248.full.pdf+html

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1679901/pdf/rspb20063688.pdf

http://rsbl.royalsocietypublishing.org/content/3/1/12.full.pdf+html


Expected Learning Expectations

At the end of this presentation, a fully engaged student should be able to

1) Name at least two ways warmer temperatures have affected animal mating behavior

2) Define “double brooding” and discuss what must happen in order for this to occur

3) Discuss examples of birds are positively affected by global warming, and what kind are harmed

4) Discuss how is warmer temperatures affecting the sex of Loggerhead Sea Turtle hatchlings

5) Discuss why Antarctic seabirds arriving and laying their eggs earlier or later than their relatives

6) Explain why are the Netherland Great Tits not as successful as their British counterparts in responding to global warming

Human Population Growth

I have spent a lot of time telling you that exponential growth is an unrealistic model of population growth. Interestingly, human populations have experienced exponential-like growth. How can this be?

What makes humans different from other species?

In other species per capita birth rates and per capita deaths rates are density dependent. However, as human populations have increased there has been no corresponding decline in per capita birth rates or increase in per capita death rates. What makes humans different from other species?

Humans have the ability to alter their environment so that they can avoid the density dependent effects on birth and death rates. 1) Humans have increased food production by improvements in agriculture (e.g., irrigation, fertilization, mechanized farming, genetically improved crops). 2) Humans have been able to decrease death rates by improvements in medicine and public health (things as simple as not pooping in the water you drink helps a lot!). 3) Humans have elimnated most human predators (ocassionally, someone gets killed by a shark or a mountain lion).

Where is human population growth occuring?

The rates of human population growth are not the same in all regions. Today, human populations are increasing in size much faster in developing countries (e.g., Mexico, other countries in Central America, Africa, and Southeast Asia) than they are in developed countries (e.g, USA, Canda, Western Europe). The figure at the top of this post shows the patterns of population growth in developed and developing nations.

Thus we see that populations are increasing most rapidly in the countries that are least able to deal with a rapidly increasing population. See "Population Challenges-The Basics" that can be downloaded from the Population Institute's website.
http://www.populationinstitute.org/population-issues/index.php

Human Population Growth Problem?

There is a great deal of debate about whether increasing human populations are a problem or not, and if they are what should be done about it. Unfortunately, we don't have time to discuss this issue in very much detail in class. My personal opinion is that we have too many people consuming too many resources and the last thing that we need are billions more people living on the planet. This is an issue that I am always intersted in talking more about if you would like to chat.

Further Reading

"Human Population Explostion" from the EoE.
http://www.eoearth.org/article/Human_population_explosion

World at ^ Billion- United Nations Report
http://www.un.org/esa/population/publications/sixbillion/sixbilpart1.pdf

Website

World Population Clock (and other interesting info)
http://www.worldometers.info/population/

Really Cool Video

Here is a link to a YouTube video on "World Population" The first minute and a half or so is a little boring, so you can skip over it if you wish. However, I think the animation showing when and where human population growth has been occuring is really cool.

http://www.youtube.com/watch?v=4BbkQiQyaYc

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- describe patterns of human population growth in developed and developing nations

- discuss some reasons why the pattern of population growth in humans is so different from that in other species

- describe the demographic transition

- discuss their own personal view of human population growth.

Presentation Schedule

March 30
Emily- The effect of climate changte on mating behavior.


April 1
Laura- Possum Kingdom Lake
Elizabeth- Invasive species- Asian Carp

April 6
Megan- Organic Foods
Kristi- Electropollution

April 8
Colleen- Ecological effects of the Tsunami on Sumatra
Kyle- Outbreak in Colorado Forests

April 13
Levi- Ecotourism in Sabah
Brittany- Looking for medicines in tropical rainforests

April 15
Obed- Destruction and restoration of prairies
Rebecca B- Geoengineering

April 20
Brad- Invasive snakehead fish
Devin- Disposing of medical wastes

April 22
Christine- invasive species
Steven

April 27
Geoff- Orcas
Rami- Invasive cane toads

April 29
Shauna- alternative vehicles
Rebecca- Nanotechnology

Midterm Exam

Date Due: Tuesday March 23rd


1 (25 points) Answer only ONE of the following. Maximum length one side of a page single spaced.

A) Discuss the characteristics of (i) species and (ii) communities that allow species to invade new communities.

B) Discuss the trade-offs that are required to allow disturbance-mediated and coexistence-mediated coexistence.

2. (25 points). Maximum length one side of a page single spaced.

Pretend that your roommate, best friend, or significant other not particularly concerned about the damage that humans are currently doing to the environment. Explain the many ecosystem services that biodiversity supplies in an attempt to convince them that they should care.

3. (10 points) Fun with Graphs.

A)


Explain how the future value (measured in dollars) vary over time for both simple and compound interest

B) Draw the graph that shows how (a) the distance travelled varies over time and (b) the speed travelled varies over time for the following scenario.

You leave your house and slowly accellerate to the maximum speed limit. Once you reach the maximum speed limit you continue at that speed for some time. You slowly accellerate in order to pass a car and you crash into an immovable object (of course, your airbag deploys correctly so you aren't hurt and you insurance buys you a new car).

4. (10 points)

Compare the species diversity between the following two communities using at least three metrics.

Community A
Species 1- 5 individuals
Species 2- 4 individuals
Species 3- 6 individuals

Community B
Species 1- 1 individuals
Species 2- 10 individuals
Species 3- 3 individuals
Species 4- 1 individuals
1

5. (15 points)

Lubbock, TX is located about 33 degrees North latitude in the Southern High Plains. Use your knowledge of the factors that influence to explain why Lubbock has the climate it does.

6. (15 points) Maximunm length one side of a single page.

I prefer to study organisms so I find ecosystem ecology to be a bit less interesting than many other areas of ecology. Choose a topic of ecosystem ecology and convince me that it is indeed important for students of ecology to learn about ecosystem ecology.