Monday, September 22, 2025

Activity 3.2.1 – Natural Resources Review

 






Left: Concept Map of Natural Resources


Natural resources connect in many ways, and being thoughtful of them help explain why they matter in our daily lives. The basic definition shows that everything we use, from food to energy, comes from the environment. The two main types are renewable and non-renewable resources and they set the foundation for how society depends on them. Renewable resources like trees, wind, and fish can come back if we use them carefully, but they can also be lost if we overuse them carelessly. Non-renewable resources, such as oil, coal, and minerals, cannot be quickly replaced, so their use directly affects what is available for future generations.

These categories tie into recycling, reusing, and alternatives. Recycling and reusing help extend the life of both renewable and non-renewable resources by reducing the need for new extraction. Alternatives, like plastics or synthetic materials, show how humans try to solve shortages but can also create new problems, such as pollution. Finally, sustainability ties everything together. It reminds us that how we manage renewable and non-renewable resources and our choices about recycling, reusing, and alternatives, will decide whether resources remain available long-term. Each strand supports the others, forming a network that highlights our responsibility to use Earth’s resources wisely.

References

            Jerome, B. A., Keck, N., & Visual Learning Systems. (2017). Essential science series. Exploring natural resources. Visual Learning Systems. https://www.aspresolver.com/aspresolver.asp?MARC;4034509


Monday, September 15, 2025

Activity 3.1 – Human Population














Above: Data Table created from Population Reference Bureau statistics (2024).


When looking at demographic data, we can see how different countries develop and change over time. The Population Reference Bureau (PRB) gives us important measures such as crude birth rate, death rate, rate of natural increase, life expectancy, total fertility rate (TFR), and Gross National Income (GNI) per capita. These measures help us compare countries that are more developed to those that are less developed. For this assignment, I chose Qatar as a more developed country and Yemen as a less developed country, then compared them to the world averages.

Qatar is one of the richest countries in the world, with a GNI per capita of about $116,870. Its crude birth rate is only 9 per 1,000 population, and the death rate is just 1 per 1,000. That leaves a rate of natural increase of 0.8%, meaning Qatar’s population is growing, but slowly. Its TFR is 1.4, which is well below replacement fertility (about 2.1). That means families in Qatar are having fewer children on average. Life expectancy is very high at 82 years overall, with 80 years for males and 83 years for females, showing advanced healthcare and good living conditions in their country.

Unfortunately, Yemen tells a very different story. Its GNI per capita is only about $2,350, putting it among the least developed. The crude birth rate is 35 per 1,000, much higher than Qatar and the world average. The death rate is 7 per 1,000, giving it a rate of natural increase of 2.8%, which is a very rapid growth country. Its TFR is 4.6, meaning women on average are having many children. Life expectancy is much lower than Qatar’s, at only 65 years total, with 64 years for males and 66 years for females. This lower life expectancy reflects problems like limited healthcare and higher infant mortality rates.

Looking at the world data, the global averages fall between Qatar and Yemen. The world crude birth rate is 16, the death rate is 8, and the rate of natural increase is 0.9%. The global TFR is 2.2, close to replacement fertility, and life expectancy worldwide is 73 years (71 for males, 76 for females). The world GNI per capita is about $22,855, far higher than Yemen’s but nowhere near Qatar’s.

In comparison, Qatar is an outlier on the high-income, low-birth side, while Yemen is on the opposite extreme with high fertility and rapid growth but very low income. The world averages sit in the middle, but closer to Yemen’s side when it comes to fertility and life expectancy. These differences show how economic development, healthcare, and education strongly shape demographic outcomes.

References:

Mutiti, S., Mutiti, C., Manoylov, K., VandeVoort, A., & Bennett, D. (2018). Introduction to environmental science (3rd ed.). Biological Science Open Textbooks. University System of Georgia.

Population Reference Bureau. (2024). 2024 world population data sheet. https://2024-wpds.prb.org/data-sheet-download/


Thursday, September 11, 2025

Activity 2.3 – Biosphere and Interconnections


 


Above: Chapter 4 Concept Map of Energy & Ecosystems












Above: Chapter 7 Concept Map of Biodiversity












Above: Chapter 8 Concept Map of Biomes and Ecozones 

   

 When you look at chapters 4, 7, and 8 together, they are really about how life works as a system holistically. Chapter 4 explains how energy is the base of everything. The sun gives energy to the Earth, plants capture it through photosynthesis, and then that energy moves through food chains and food webs. Some of that energy is always lost as heat, so ecosystems have to keep getting new solar energy. That connects to Chapter 7 because biodiversity is the variety of living things that actually use and pass on this energy. Plants and algae capture it, herbivores and carnivores use it, and decomposers recycle it. On top of that, biodiversity is valuable for people too, giving us food, oxygen, and even medicines like taxol from yew trees and vincristine from periwinkle.

    Chapter 8 ties in because it talks about the places where all of this happens, which are the biomes and ecozones. These are things like tundra, grasslands, or tropical forests. Each biome is shaped by temperature and water, and that decides which species can survive and how much energy flow there is. For example, deserts have little productivity compared to rainforests, but both still follow the same energy rules from Chapter 4. The organisms in those biomes, from bacteria to mammals, are the biodiversity described in Chapter 7.

    Overall, the three chapters really link together. Energy flow from Chapter 4 sets the rules, biodiversity from Chapter 7 explains the living players, and biomes from Chapter 8 are the stage where it all happens. 

References:

Freedman, B. (2018). Environmental science: A Canadian perspective.

Tuesday, September 9, 2025

Activity 2.2 – Cyrosphere: Eliot Glacier, Mount Hood, Oregon



Above: Eliot Glacier 1901 (Oregon Hikers.Org, 2013)


Above: Eliot Glacier 2012 (Oregon Hikers.Org, 2013)


Above: Eliot Glacier 2023 (Google Earth, 2023)

  Problem: 

    In my photo set, the Eliot Glacier on Mount Hood looks very different in 1901, 2012, and 2023. In the 1901 image, the ice fills more of the valley and its front edge sits much farther downslope. By 2012, the front has pulled back and more bare rock and valley floor are exposed. The 2023 Google Earth view shows even more retreat and visible thinning. So, the problem is pretty clear, and that is the glacier is retreating over time.

Explanation:

    The explanation comes from how glaciers gain and lose ice. Each year the glacier adds ice through accumulation (snowfall that gets compacted) and loses ice through ablation (mainly melting and or evaporation, sublimation, and calving). In warmer years, the part of the glacier where loss happens, the ablation zone, gets larger. At the same time, the high-elevation accumulation zone doesn’t grow as much, so less new ice is added. When this pattern repeats for many years, the glacier shrinks overall (National Snow and Ice Data Center).

Surface brightness also plays a factor. Clean snow and fresh ice have high albedo, which means they reflect a lot of sunlight. As the glacier shrinks, darker rock and old ice cover more area and absorb more heat. That speeds up the melting process for the glacier (UCAR Center for Science Education).

This change affects more than one valley. Meltwater from Eliot Glacier on Mt. Hood feeds local streams that are part of the hydrologic cycle and the surrounding watershed. As the glacier retreats, the timing and amount of runoff can shift, which matters for late-summer water supply, ecosystems, and people downstream. Exposed loose sediment can also be carried into creeks during storms, which can increase erosion and flood risks (Hood River Watershed Group).

Overall, the problem is a century of visible glacial retreat at Eliot Glacier on Mt. Hood in Oregon. The explanation is repeated years of more loss than gain in larger ablation zones, smaller accumulation zones, and surface changes that lower albedo. The three images in 1901, 2012, and 2023 make that process easy to determine.

References

Hood River Watershed Group. Obtained 2025. https://hoodriverwatershed.org/our-watershed/

NSIDC National Snow and Ice Data Center. Obtained 2025. https://nsidc.org/learn/parts-cryosphere/glaciers/science-glaciers

UCAR Center for Science Education. Obtained 2025. https://scied.ucar.edu/learning-zone/how-climate-works/albedo-and-climate


Tuesday, September 2, 2025

Activity 2.2.1 – My Daily Water Use

Water Gallons Used Last Three Months:

August 8, 2025 = 3,598 gallons

July 7, 2025 = 3,501 gallons

June 11, 2025 = 5,603 gallons

            Total = 12,702 gallons / 3 = 4,234 gallons/month on average.

Number of individuals in household = 4

                        4,234 / 4 = 1,058.5 gallons/person/month

Gallons per person per day by 30 days:

                        1,058.5 / 30 = 35.3 gallons/day/person

 


Hunter Water Calculator

            https://www.hunterwater.com.au/Save-Water/Water-Usage-Calculator.aspx

Household Water Use = 339 kL/year = 89,646 gallons/year

            89,646 gallons / 365 days =    246 gallons/day

            246 gallons / 4 people = 61.5 gallons/person/day   

 


City of Bellingham, Washington Calculator

                https://www.cob.org/services/utilities/pages/water-calculator.aspx

Household Water Use = 181 gallons/day

                181 gallons / 4 people = 45.25 gallons/day/person

When I looked at my household water use, I found that my numbers are much lower than what most people in the United States use each day. The average American uses between 80 and 100 gallons of water per person, per day, which adds up to more than 3,000 gallons in a month. Based on my water utility bills from the last three months, my family of four used a total of 12,702 gallons. That equals to about 4,234 gallons per month, or 1,058 gallons per person. Dividing that total over 30 days, we each use around 35 gallons per day. This average is less than half the national average of water use.

I also utilized two online water calculators to determine what the average would be on their application tools. The Hunter Water calculator estimated our household use at 339 kiloliters per year, or 89,646 gallons. That comes out to 246 gallons per day for the household, or about 61 gallons per person daily. The City of Bellingham calculator showed 181 gallons per day for the household, which equals about 45 gallons per person.

These comparisons show a range depending on household water use. My actual water bill gave the lowest number, while the calculators predicted significantly more water use. Overall, the results show that my household uses less water than the typical American household. It was surprising to see the difference between the different calculators, but also encouraging to know my household is below average. This makes me think about how we are being good water stewards in our community, and how we might continue to cut down even more if we try harder. 

Monday, September 1, 2025

Module 1.1 – A Turning Point Event for Environmental Science: Celebrating the Comeback of the Burning River, 1969-2019

1. Point of View

The video is told from people who saw and worked on the Cuyahoga River during its worst times and later during its cleanup and flourished present time. It shows what the river looked like when it was full of oil, trash, and chemicals, and then how it slowly improved. The perspective is mostly from workers, community members, and agencies that came together to fix the problem.

2. Purpose

The goal of the video is to explain how the Cuyahoga River fire became a turning point for environmental protection in the U.S. It wants to show that while the fire was a disaster, it led to changes like new laws, new agencies, and more awareness about pollution. The video also tries to show how the river today is an example of what can happen when people actually invest in fixing the environment.

3. Questions at Issue

The main issue is how pollution got so bad that a river could catch on fire. The video also raises questions like: Why did industries and communities let things get this bad? Who should take responsibility when natural resources are damaged? And most importantly, what can people do to prevent something like this from happening again?


Figure 1: Firemen standing on a bridge over the Cuyahoga River, spraying water on the tug Arizona, as a fire, started in an oil slick on the river. (Smithsonian Magazine, 2019)

 
 

 

 

 

 

 

 

 

 


4. Information

The video shares a lot of details about the river. Before the cleanup, oil and chemicals floated on the surface, and sometimes spills were just pushed back into the river with squeegees (Ohio EPA, 2018). The 1969 fire was captured in Time magazine, and that image grabbed national attention. After that, significant changes happened according to the video:

  •      The Environmental Protection Agency (EPA) was created.
  • The Clean Water Act was passed in 1972.
  •    Billions of dollars were spent on building new sewer systems and treatment plants.
  •  Industrial companies were required to clean their waste before putting it into rivers.

As time passed, fish came back, boating became possible, and restaurants and recreation grew along the riverbanks.

5. Interpretation and Inference

The message of the video is that something terrible can lead to positive change if people work together. At first, many individuals thought the river was too far gone, but strict laws, stable funding, and teamwork made a significant difference. The bigger takeaway is that the environment can recover if we all put in the effort, and that type of recovery can even bring new life to local communities.

6. Concepts

Some key ideas from the video include:

  •  Clean Water Act: a law passed in 1972 to regulate water pollution.
  •   EPA: the Environmental Protection Agency, created to enforce environmental rules.
  • Remedial Action Plan (RAP): meetings and strategies that included both industries and environmental groups.
  • Sustainability: making sure improvements to the river last and aren’t just short-term fixes and will benefit the community and the environment.
  • Environmental investment: the idea that fixing problems costs money, but it pays off in the long run.

7. Assumptions

The video assumes that once people see how bad things were, they will understand why new laws and actions were needed. It also assumes that industries and communities can work together, even if they don’t always agree at first. Another assumption is that people will care more about protecting the river once they see it cleaned up and useful again.

8. Consequences

The fire’s biggest consequence was that it finally pushed the country to act on pollution. In the short term, it embarrassed Cleveland and made people realize how bad things had gotten. In the long run, it led to new laws, cleaner rivers, the return of wildlife, and new recreation and businesses along the water. Today, people fish, kayak, and even row crew teams on the Cuyahoga River. The community also gained national recognition, with visitors from around the world coming to learn how the river was turned around. Future goals, like removing the Gorge Dam, show that the cleanup is still ongoing and that more improvements are possible to restore the river to its original state. The river today shows how teamwork and enforced laws can improve health and environmental quality.

References

Ohio EPA. (2018, November 2). Celebrating the Comeback of the Burning River, 1969-2019 [Video]. YouTube. https://youtu.be/18JpT61rX6A?si=iuUKZdodldVvhFVs

Boissoneault, L. (2019, June, 19). The Cuyahoga River Caught Fire at Least a Dozen Times, but No One Cared Until 1969. Smithsonian Magazine. https://www.smithsonianmag.com/history/cuyahoga-river-caught-fire-least-dozen-times-no-one-cared-until-1969-180972444/


Activity 4.2.1 – Applying My Environmental Policy Frameworks.

  Problem Statement The case I chose looks at Newton County, Georgia, where Meta built a massive $750 million data center right next to ru...