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