Population and Pollution Discussion Assignment

Population and Pollution Discussion Assignment

 

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Type	Essay
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Description/Paper Instructions

Population and Pollution Discussion Assignment

Lab: Population and Pollution

INTRODUCTION

The human population first reached 1 billion (i.e. 1,000 million) people in 1804, roughly 5 thousand and a few hundred years from our earliest records of human writing. However, it took just over a century for the global human population to gain another 1 billion people to reach a total of 2 billion people in 1927. Only thirty-three years later, the world population had gained yet another 1 billion people and by 1974 the human population reached 4 billion people.

As our population skyrockets, our society has become ever more energy intensive. People everywhere are now using more energy, more material goods, and producing more waste than ever before. The intensity of this resource extraction and waste generation is depleting mineral and energy resources globally, destroying ecosystems, and threatening the livelihood of other species and humans alike. A recent estimate indicates that on average, a US citizen generates almost 4.4 pounds of trash every day- which is 1.6 pounds (36%) more trash than Americans produced on average in 1960.

In this lab you will explore how much trash you produce daily and how much the global population has grown since your birth.

TO COMPLETE THE LAB

Download the lab packet and be sure to complete BOTH sections 1 and 2 Read through all sections to prepare for the lab. Note that some sections require you to collect data over multiple days. Be sure to leave enough time in the week to complete these sections.

Week 3: Human Population and Pollution

Lab Report Form

Updated: 2/28/2018

Name:_________________

Date:_________________

Professor: _________________

Important Note! Section 1 of this lab requires that you track your waste production for five days. In order to complete this lab on time, please begin recording your trash production as soon as possible.

In addition to conducting a daily audit of the waste that you produce (either as a household or as an individual), the remaining components of the lab are estimated to take another 45 to 90 minutes to complete.

Introduction:

The human population first reached 1 billion (i.e. 1,000 million) people in 1804, roughly 5 thousand and a few hundred years from our earliest records of human writing. However it took just over a century for the global human population to gain another 1 billion people to reach a total of 2 billion people in 1927. Only thirty-three years later, the world population had gained yet another one billion people and by 1974 the human population reached 4 billion people.

As our population skyrockets, our society has become ever more energy intensive. People everywhere are now using more energy, more material goods, and producing more waste than ever before. The intensity of this resource extraction and waste generation is depleting mineral and energy resources globally, destroying ecosystems, and threatening the livelihood of other species and humans alike. A recent estimate indicates that, on average, a US citizen generates almost 4.4 pounds of trash every day- which is 1.6 pounds (36%) more trash than Americans produced on average in 1960.

In this lab you will explore how much the global population has grown since your birth and how much trash you produce daily.

Section 1: Waste Audit (64/80 points)

Introduction

When asked about having a waste processing center (or dump) located in their community, it is common for Americans to respond with the phrase, “Not in my backyard”. Of course no one really wants to be near the areas where we collect the trash and waste produced by our cities and communities. However, waste management may not always be something that we can export to poorer neighborhoods or less populated areas. As you monitor how much waste you produce on a daily basis, consider what it would be like if you could put your waste nowhere other than in your backyard.

The resource list below can be useful when you analyze your trash for what can and can’t be recycled or composted.

Resources

* What can I Recycle? Retrieved from:

* What is waste recycling? Retrieved from:

* A simple list of what can and can’t be recycled. Retrieved from:

* California’s list of what can be recycled:

* What you can and can’t compost:

* Advancing Sustainable Materials Management. Retrieved from:

Directions

Log your production of trash for five days using Table 1.1. Catalog all of the waste that you generate within the categories listed below. If you keep a log book or notepaper and pen with you as you go through your day, you will be able to collect your data more accurately. You can then transfer the data at the end of each day to Table 1.1.

Observations

Table 1.1 Waste Log (38 points)

Aluminum and Metal

Cloth and Textile

Paper and Cardboard

Glass

Plastic Bags and Wrapping

Plastic

Bottles

Styrofoam

Organic

and Food

Other

Waste

Day 1

Day 2

Day 3

Day 4

Day 5

Total

Analysis (10 points)

There are many ways to reduce waste, including reducing consumption of disposable items, reusing items, and recycling materials that we can no longer use. The impact of organic and food waste can also be minimized by composting. Use the references listed above or conduct your own research to estimate what percentage of each category of waste could be recycled. The “What can I Recycle?” site hosts an interactive tool that allows one to look up various items. Enter your estimates of the percentage of each waste category that was recyclable in Table 1.2, along with your estimate of how much of the waste in each category you actually did recycle, reuse, or compost.

Table 1.2 Estimated Percent Recyclable, Reusable, or Compostable and Percent that You Did Recycle, Reuse, or Compost

%

Plastic

Bottles

Plastic Bags & Wrapping

Glass

Bottles

Aluminum or Metal Waste

Paper & Cardboard Waste

Styrofoam

Waste

Cloth & Textile

Waste

Food & Organic Waste

Other

Waste

Able to

Did

Conclusion (16 points)

Respond to each of these questions:

In which categories did most of your waste fit into?

In which categories was there the most opportunity for you to reduce your waste easily?

In which categories was there the largest discrepancy between the percentage of waste that you could recycle vs the percentage that you did recycle?

In which categories did you recycle the most? Why?

How important would composting be to reducing your trash production?

How much of your waste generation was related to your diet and products that you ate or drank?

How much of your waste production was related to purchases that you could have easily avoided?

Reflect on your observations and learning in this section. How do you think society might transition to producing less waste?

Section 2: Population Growth (16/80 points)

Resources

Year

World Population Estimate

1900

1,650 million people

1910

1,750 million people

1920

1,860 million people

1930

2,070 million people

1940

2,300 million people

1950

2,520 million people

1960

3,309 million people

1970

3,707 million people

1980

4,454 million people

1990

5,279 million people

2000

6,083 million people

Observation (4 points)

Fill in the blank entries in Table 1.1 below using the resources provided above. The current global population can be found at census.gov (the last link in the resources above).

Table 2.1: World Population Estimates

Year or Date

Global Human Population estimate (millions)

1900

1900

1,650 million people

Year of Personal Birth

Current population

Analysis (8 points, divided as shown)

Fill out Table 2.2 by using the entries in Table 2.1. For column 1 in Table 2.1, find the number of years between 1900 and your birth year and the number of years since your birth and the current date (your age in years). For column 2 in Table 2.1, find how many more people were on the planet in your birth year versus 1900, and how many more people are on the planet now than in your birth year.

Table 2.2: Human Population Growth Analysis (4/8 Analysis points)

Epoch of time

Time Period in years

Population Change (number of people in millions)

1900 to Birth Year

Personal Birth Year to present

To fill out Table 2.3, column 1 Time Period in years will remain the same as in Table 2.2. To fill out column 2, the percent change in population, take the entry in each row of column 2 in Table 2.2. and divide it by the number in the same row of table 2.1. This is dividing the Population Change that you found in Table 2.2 (column 2) by the starting population for that epoch that you found in Table 2.1. If you now multiply this number by 100%, you get the population percent growth rate.

For instance, if the Population Change you found in row 1, column 2 of Table 2.2 was 1,350 million people and the starting population in 1900 shown in Table 2.1 was 1,650 million people, the Percent Growth Rate for that period of time is 1,350/1,650 = .81, which means that from 1900 to 1959 the global population increased by 81%!

Table 2.3: Human Percent Growth (4/8 Analysis points)

Epoch of time

Time Period in years

Percent Growth Rate

1900 to Birth Year

Personal Birth Year to present

Conclusion (4 points)

Summarize your observations and results.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. 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And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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