Final Reflection

I honestly do not know where to start. This year has been incredible. Although we jumped around quite a few times, it all always worked out in the end and I’m able to say I’m leaving the class with a solid grasp on Environmental Science. I love how the class ties into current events such as agriculture along with pesticide usage, extreme weather, etc. For the future, I would perhaps break up each trimester into three or four sections where the class focuses on a current event / issue facing the world today such as a decline in bee population or how extreme weather / rising ocean temperatures will affect coastal cities such as New York and Miami. I also think the class should take more field trips and outdoor walks. Documentaries like Gasland are both entertaining and very informative, incorporating films such as those would be highly beneficial.

As for the video we started watching, it is very, very different, but in a good way. It’s certainly not what I expected from a documentary, but I feel as if the narrator does an excellent job getting his point across to the viewer. He notes the importance of the Earth and its resources without being overly cynical about it. He gets the point about how if we want to survive as a species, we better change our actions in a way that is not overly depressing but still equally pressing. The narrator is a fellow optimist like myself - I like that about him too. There is a lot of work that needs to get done, but we can do it if we all work together. The ned doesn’t need to be in sight. Hopefully the remainder of humanity shares my drive and enthusiasm to make real change.

Thanks for two incredible years, Jon. I’ve loved both Honors Biology and Honors Environmental Science. They were honestly two of my favorite classes ever and I looked forward to them each and every day. Sometimes, I think you second guess your decisions, and while the path the class has taken has been a little choppy at times, I still loved every second of it and I always walked away with a better understanding of the natural world around me. You’re an amazing teacher, Jon - don’t ever forget it (even when you steal all my friends from my free period by creating a new elective with Scott ;) ). You’ve inspired me to pursue the sciences in college, and I owe it all to you and your teaching. The plan is to become a doctor - we’ll see how it goes. I’ll be sure to keep you posted. And if you’re ever headed to the Galapagos again and looking for a travel buddy - I’d be happy to join you. :) Until we meet again…

All the best,

J.R.

P.S. I’ll be working at the Day Camp again this summer, so I’m sure I’ll see you around. I’d also be more than happy to take Happy on a walk every now and then on my breaks from caring for nine-year-olds - just let me know! :)

Agriculture Chapter: Sections 1-3 Summary

For our last topic of study of the year, my Honors Environmental Science class is diving into agriculture. Here is a summary of the first three section of our final chapter:

Section 1:

Agriculture is the process in which humans convert natural ecosystems into spaces where they can grow edible biomass for food and energy. Without agriculture, we as humans would not be able to survive. With the growing population of humans, we need a system, such as agriculture, that produces enough food to sustain all of the life on this planet. According to English economist Thomas Robert Malthus in the late eighteenth century, the human population grows exponentially while agriculture does not. Humanity’s solution to this problem was industrial agriculture. While this industrious approach to growing food does produce more edible biomass, it is highly unsustainable and poses a major risk to the environment.

Section 2:

The amount of land that can be used for agriculture on earth’s surface depends on a multitude of factors including temperature, topography, climate, soil quality, and agricultural technologies. Currently, as of the year 2000, approximately 37% of the Earth’s land is used for agriculture. Of that 33%, approximately 11% is used for growing crops and the remaining is used as pasture land (raising animals). Certain areas are better suited for farming than others, however technological advancements have helped to level the playing field.

Section 3:

Photosynthesis is the process by which plants convert sunlight and water into plant tissue. In order to do this, plants require carbon dioxide and water. While carbon dioxide is an essential part of photosynthesis, plants require four-hundred times more water than they do carbon dioxide. Therefor, droughts pose major threats to the survival of plants. In addition, plants also require nitrogen to grow which they receive through the soil. Prior to World War I, the most common type of nitrogen-rich fertilizer was livestock manure, however, synthetic solutions have since replaced manure.

Source: Habitable Planet Textbook

Image Source: http://images.wisegeek.com/escarole-farm.jpg

Lowest Observable Adverse Effect Level Lab Report

Hello, everyone! These last few weeks in Honors Environmental Science have been quite exciting! We've spent our time in class compelleting this Lowest ObservableAdverse Effect Level lab. See below to find out more!

Lowest Observable Adverse Effect Level Lab Report

Introduction:

The purpose behind this lab is to determine the lowest observable adverse effect level of Mr. Clean brand multi-purpose household cleaner on red winter wheat. This anthropogenic pollutant affects the surrounding ecosystem when released into the environment, our goal is to determine just how much multi-purpose cleaner can be released into a particular ecosystem before an adverse effect becomes noticeable. We hypothesize that Plant B, the plant receiving the 12% solution of Mr. Clean, will display the lowest observable adverse effect level.

Materials:

1. 150 hard red winter wheat seeds
2. 15 plant pots
3. Water
4. Soil
5. Drip Tray
6. Mr. Clean Multi-Purpose Household Cleaner
7. 100 mL or Larger Beaker
8. 10 mL Graduated Cylinder
9. Eye Dropper
10. Sticky Notes
11. Pen

Procedure:

1. Gather all materials. Align the 15 plant pots into three rows of five within the drip tray. In each row, assign a control and then label the remaining plants A - D.
2. Pour soil into all 15 plant pots. Fill pots approximately one inch down from the brim.
3. Plant red winter wheat ten seeds per pot. Once planted, place plants by a window with adequate sunlight.
4. Water each pot once every few days with the corresponding solution of Mr. Clean Multi-Purpose Cleaner and water.  
5. Each pot will be watered with exactly 50 mL of tap water. The control pot will be watered with pure tap water only. Plants A-D will be watered with the tap water in addition to a certain amount of Mr. Clean. See directed amounts. Only water when soil is mostly dry. If soil is damp, refrain from watering.
1. Control = 50 mL water only
2. Plant A = 50 mL water + 3 mL Mr. Clean (6% of 50 mL)
3. Plant B = 50 mL water + 6 mL Mr. Clean (12% of 50 mL)
4. Plant C = 50 mL water + 9 mL Mr. Clean (18% of 50 mL)
5. Plant D = 50 mL water + 12 mL Mr. Clean (24 % of 50 mL)
6. Record data day by day. Note the height of the tallest and shortest plant for each plant type (Control, A, etc.). Also make note of plant conditions such as their coloring and the dampness of the soil. Record for approximately two weeks.

Results:

In our experiment, we discovered that the lowest observable adverse effect level lies somewhere between 18% and 24%. Plant D, the plant receiving the 24% solution, was the first to show adverse effects. The Plant D plants were relatively shorter compared to the others. In our observations, it was quite clear visually that Plant D plants were smaller in size and fewer had sprouted overall. Therefore, our hypothesis is incorrect.  

Discussion:

While we believe our results to be accurate, if we were to complete this experiment a second time, we would change the way we measure the pants. In lieu of focussing on the extremes (tallest and shortest), we would measure all of the plants in each pot of each trial and calculate the average height. We would then use the average height of each plant type to determine the lowest observable adverse effect level.

Literature Cited:

Wagner, Travis, and Robert M. Sanford. "Experimental Design: Environmental Contamination." Environmental Science: Active Learning Laboratories and Applied Problem Sets. Hoboken, NJ: John Wiley & Sons, 2010. N. pag. Print.

Scientific American & LOAEL Reflection

Today, I read a fascinating article in Scientific American about toxic pollution. This comes as my Honors Environmental Science class works on a lab determining the lowest observable adverse effect level various home products on red wheat. My group is currently studying the lowest observable adverse effect level of multi-purpose cleaner on our red wheat plants. While this lab is in a controlled setting, the Scientific American article on toxic pollution was eye-opening; the article explained how nine of the top ten toxic pollutants threatening the health of both humans and the environment were human-caused. The only exception to this list was arsenic, which is a naturally occurring. This means that the remaining nine toxins are contaminating the environment due to human actions through practices such as agriculture and industrialisation. Toxins such as mercury are leaking into delicate ecosystems and destroying precious organisms. My group’s lab represents the serious threats ecosystems face each and every day. We’re studying just how much toxicity red wheat plants can handle before they begin to deteriorate in condition and die. Everything in nature has a limit, and if humans don’t change the way we act and protect the environment, the consequences could be detrimental to our own existence. 

These toxins are contaminating our water supply, polluting the air we breathe, and shortening the lifespan of countless people. Those less-fortunate are affected by this crisis to an even further extent. In developing countries, some people have no choice but to work in mines with very little protection and face all the saddening consequences. This even occurs in the United States. It was recently discovered that the water supply of Flint, Michigan, a lower-income community, was contaminated with lead. The severity of the effect this had on flint residences is still not entirely known. Overall, this article was quite fascinating, yet simultaneously depressing. We need to change the way we do things if we’re serious about saving this planet we call home.

Image 1: http://www.healthjournalism.org/blog/wp-content/uploads/2009/09/mercury.jpg

Image 2: http://www.newyorker.com/wp-content/uploads/2016/01/Osnos-Crisis-in-Flint-Goes-Deeper-Than-the-Water-1200.jpg

Energy Ad Project Reflection

Overall, I found this project to be quite enjoyable. WeVideo has greatly improved since last year and the ad concept was a fun idea. Felix and I liked researching wind energy, its pros/cons, and creating the ads. I also like to divide and conquer approach - where the class is split up and each group researches one particular area and then we share what we found in the end. This method is much less daunting and an exciting way to learn. This project opened my eyes to all the various energy options in the world. The only thing I would change is the time constraint; I think it would be nicer to make the ads a bit longer in order to further explain our reasoning and dig deeper into the project.

Image: http://powidian.com/wp-content/uploads/2015/04/beautiful-wind-turbines-at-night-wide.jpg

Hydraulic Fracturing (Fracking) Infographic

Hello, everyone!

Over the past week and a half, my Honors Environmental Science has been talking about energy and energy usage. To complement this unit, the entire class individually researched hydraulic fracturing (fracking) and created an infographic to display said research. Below is my infographic- enjoy!

One thing I did not mention in this infographic was my personal opinion on the fracking issue. Personally, I do not support the practice. I believe the risks greatly outnumber the benefits. A clean and healthy water supply is far more important than energy stability and security. I believe we should invest more money into cleaner, alternative energy sources in lieu of natural gas extraction.

Energy Consumption Reading Questions Part II

What are some ways that electricity can be used? (209)

Electricity can be used to power lights, operate electronic devices such as televisions, and even to charge electric cars to name a few examples. Electricity is essential to our everyday life in the modern world. 

What are some uses for hydrogen fuel cells? (209) 

Hydrogen fuel cells can be used to replace batteries such as those in cell phones, laptops, or electric cars. 

What are some pros and cons of storing energy as hydrogen? In batteries? In flywheels? (209)

Hydrogen can be used to store chemical energy. Batteries are the most common source of energy storage and can range in size to power anything from a watch or hearing aid to a car or even parts of a power plant. Flywheels are used in electric motors to capture kinetic energy. While all of these sources have their own pros, one major con is that all of three of these sources are not 100% efficient. Each time energy is transfered, some energy is lost in the process.

How do policy decisions affect the development of energy technologies? (210)

Policy can affect the development of energy technologies by determining how much time, research, and money goes into the development process. Policy can have both positive and negative effects on development, all depending on what type of policy is being passed. Some policies may favor research in alternative sources of energy such as wind or solar while others may do just the opposite.

Image 1: http://investingreenenergy.com/wp-content/uploads/2011/08/off-grid-lighting-technology-home.jpg

Image 2: http://images.anandtech.com/doci/7324/5battery_678x452.jpg

Image 3: https://grist.files.wordpress.com/2013/04/solar-panels-homepage.jpg