Untitled Flashcards Set

So

this is our view session for our final test of the semester test. 4. I will reiterate for the n 1 millionth time that this is just a unit test. It is not a final exam, it is not cumulative over the course of the semester, it only includes uniform material. There are a number of chapters in Unit 4, but a lot of them are quick, so I'll give you also the breakdown for what is on the test.

These are estimations. But just based on the days we spent. Chapter 9, water resources has about 6 points. It's about 16% of the tests

same for well, chapter 10, land and land use public and private.

That's 14%, which also kind of rounds to 6 points

chapter 16, on waste generation and disposal. That was about 13% which rounds down to 5 points.

So was 17 human health and environmental risks. So about 13% and about 5 points

chapter, 18, conservation of biodiversity. That was about 21% with 8 points.

And so is chapter 19 on global change. And the greenhouse gas effect about 21% and 8 points in total.

Few other things that I will mention about the tests. And you probably know these already. But I cannot stress all of these points enough.

It's going to be a standard length. The 40 point test like you're used to having where you have one. Give me point on the front and a bonus question at the very end.

Similar format to all of your previous unit tests.

One thing that's different about this test is that you can take pretty much as much time as you want to finish it.

We have a 3 h block assigned for the final exam. You should be able to finish this within the 1st hour. But if you want to take your time, you are welcome to stay for as much as all 3 h if you really want to. Right, they're yours.

Some things for the testing day. So tomorrow, Tuesday, the afternoon block at 1 30 Pm. Is when we have our final or our test slated. You'll meet here in this room, C. 2 0. 5.

We'll fill up every seat and have one person at each lab bench.

Yeah, you'll have up to 3 h to take it. Please come at least a few minutes before that 1 30 time, 5 min to 10 min early, so that you can turn in your textbook to me. You cannot start your test until you give me your textbook. So if you forget it, you're going to have to go look for it in your room before I give you a test.

You can also earn some extra credit on your test the day of by bringing me any of your past quizzes and tests.

There's nothing to do but like aggregate them like, put them in a pile, and if you have a paper clip clicking together helps. But you don't have to.

So you can get up to 2.5 percentage points added to your test. By doing that. If you don't have every single one of your old tests and quizzes, you'll get a proportion of that that's

like proportional to what you turn into me.

I don't think I have any other like. Yes, matches.

I will not. Since you're leaving. I'm not going to see you again, so I will not give the test back, but if you want to look over them when you return in the spring you can come to my office and look over it.

What about after your next?

I'm going to have another section of environmental science that I'm teaching at the time, and they'll be not having taken their last test by the time they take the Ap. Exam. So I am not going to circulate those materials.

like all the rest of them, like if they have taken the risk

like other than I'm only thinking because I'm sorry about the it's in like.

maybe all like if they've taken the rest, and like not that one that they haven't taken, I don't really hang on to them.

Hmm, yeah, I would say, like your

notes are going to be a better source of studying than your tests and your quizzes for the Ap. Exam.

But if there's like something important from a quiz or a test that you want to remember. You can write that down, or you can take a picture of it or something before you turn it in.

Yeah, okay, so I think that's all my little reminders.

general things about the test. What do we want to go over?

Yeah.

we're environmental risk. It was before the one was called. But there was like that math part where you have to eat.

Oh, oh, yeah. Yeah. So the

those response curve from the chemical risks assignment

that find us.

Okay, I'll need to read this just so that I'm interpreting everything right. But give me a second.

Oh, did they give us the average?

See?

Oh, I think this is an obnoxiously simple question.

The lv. 50. That they evaluated is on a basis of milligrams per kilogram of mass.

so the same exact Ld 50 can be used for rats and humans. You just determine the rate of the rat versus the rate of weight of the human, or

what would be an appropriate dosage for them to be exposed to but the Ld. 50. Because it's expressed on milligrams per kilogram mass basis already

is the exact same for a human as it is for a rat. So

this was just having us see what the like. 50% point was on the graph.

And and then we had a Ld 50 is taken by dividing that

by 10. So, like whatever the like.

Whatever the lethal dose is at 50%. The safe dose is that divided by 10. So I don't know where you would multiply

here. But yeah. Yeah. Dividing by 10 gives you because they're they're figuring. If 50% of individuals experience mortality at this particular exposure level, then dividing that by 10 should put us in a much safer level for what the exposure would be

me.

You can't have no risk in most cases. But yeah, that's the standard approach for Ld, 50. But yeah, that that's almost like a trick question. Yeah, I was like, Wait, where's the weight for him? It's like, Oh, you don't need it. It's already expressed on that basis.

All right. Other questions things to go over

then, because it retains heat.

so it still has the properties that we use to define what a greenhouse gas is.

It's just not a greenhouse gas that's contributing to like the climate change that we're experiencing

because it really isn't changing so much in its concentration overall in the atmosphere, and it doesn't stay in the atmosphere long enough to really cause a sustained warming effect. So it fits the definition. But it doesn't really contribute to the big changes that we are seeing now.

So under depression and stuff like that subset.

So yeah, the cone of depression

is where we have like over withdrawal of water. So this is like the

ground, the soil, the underlying rock, and

and a water table is the level at which we have this sort of saturation.

If we have someone that is withdrawing. Water like has a very deep well, and is making large water withdrawals, which is generally what we see in agriculture.

Then, as they draw the water up from the aquifer.

we're actually going to see this water table start like creating this cone like shape

relative to the site at which they're withdrawing. So it's this, like, phone, like, shape is called

the cone of depression.

and that means that anybody who had a like a shower well nearby could no longer actually access any water resources.

because the water is depleted like in a localized area. So in an aquifer you can like fully deplete an aquifer. But you can also have this like localized depletion, which is what we see in the cone of depression.

Yeah.

if this is on a coastline, then this might start to create a sort of section that pulls in salt water that's nearby, and that would be saltwater intrusion as a result of over withdrawal.

And they're happening on one to 5 months.

This is typically what we see with a unconfined aquifer with a confined aquifer. We don't have such a thing, really, as a water table, because the confined aquifer is between layers of rock, because an unconfined is open to the soil above it to a certain degree. That's where we actually see a water table and changes in water table in a confined aquifer. We're just going to see changes in the water level, but that's different than the like overall

water table of the soil, thinking about salt water, staltworm intrusion.

it would be pretty hard for that to happen in a confined aquifer.

because we would need salt water to specifically enter the recharge area of a confined aquifer if it had one, and that would be above ground. So saltwater intrusion is generally happening from below. It's generally being pulled in. So that's really, I would say, that's pretty exclusive to unconfined aquifers.

Yeah, that could be a way that we get saltwater into into a confined offer that would have to be that like that specific of an instance, yeah.

Can't want it for the March 7th

depends on how full it is already. Yeah. If it had room for salt water it could accept salt water. If it didn't, it wouldn't.

So the 3 policies and laws I remember, are the tailor grazing at protocol and the parent.

Here's thunder here. Yeah, from this particular unit. Let's see water. We didn't talk about any regulations.

When was Taylor Gray saying, waste generation disposed on the

yeah, I think that's it. Usually only policies.

And there are a lot of like specific numbers in the Kyoto protocol definition. Don't stress about that overly. Really, you need to be able to recognize that the Kyoto protocol was an early climate like the earliest global climate policy attempt

that was focused on developed countries that we refused to get involved. The developing countries tried, but they add

the opposite results. They might have hoped

the specific like limits and years and all that. I would be surprised if Ap asked you about that, and I'm certainly

not gonna waste my precious few questions in this chapter on that that nitty gritty of the detail fingers.

Yes, my goodness.

I don't expect the Ap. Would ask you about that, either. I'm not going to ask you about the years definitely knowing Kyoto Protocol was the first, st

maybe

maybe having a reference point of that starting in the nineties and Paris agreement starting in the, you know.

2 thousands would be good. But yeah, I don't think with policies that they want you to know. It's more important to get like

what was going on there. What was the intention? And who was involved?

And what was the outcome?

Sea level rise? Or actually, it's like for sea level rise. What contribute to salt intrusion? Because the coast, like there's more wells that could be affected now like more wells along the coast. I think it could be twofold. Yeah, we could have more aquifers become proximal to the ocean, right as sea level rises, but it also

increases susceptibility of coastal aquifers to intrusion. Because if we're increasing the sea level, it's almost like we have more of that pressure for seawater to potentially enter into a freshwater aquifer, so it could take a lot less depletion to suck in that salt water than it would have if it

was at a lower level.

So intrinsic value is kind of like a maybe more of like a philosophical concept. But the idea that, like

you, don't have to be useful to be valuable. So for some people there's like a religious

lean to this of like, you know, everything being created by God or gods, or something like that for other people. It's more of like a reverence of nature and kind, of an understanding of like. All of this came into existence. All of this evolved all this form through all these natural processes, why wouldn't we have some degree of respect for it?

So you don't have to buy into that sort of philosophical arguments about the value of an ecosystem. There's definitely like

tangible benefits that we can talk about with ecosystems. But that's 1 of the justifications that people give for protecting ecosystems is that they deserve to be protected because they're here because they came into existence all on their own. And

you know why not offer them protection and value them as they are?

Why is it important that, like, we know that when the 6 masses function

well, I think it's good for us to understand that we're causing not a small impact on the biodiversity of our planet. Biodiversity is super super important at every level

even as a like ecosystem service. Biodiversity is one of the key things that instills resilience, which ensures that our other ecosystem services are not disrupted.

So you know, knowing that we are having not just impacts on like the physical planet.

but also that our actions have had such severe impacts on the biodiversity of this planet hopefully, is a good

good motivator for our actions to like, conserve and protect species and try and stop doing some of the harmful things we're doing.

What is that kind of based on?

That's kind of like normal extinction.

So like species go extinct.

In nature, just because sometimes they are, you know.

outcompeted by another species, or you know, they're not suitable for a change that's occurring, even if it's occurring kind of slowly, like there could be actually just a accident, like a natural disaster that just so happens to wipe out a species

and having nothing to do with its fitness. So we know that like, there's a certain level of extinction that's expected to happen. And then we're kind of contrasting that with the level that we're seeing. So we could think about to like.

Maybe this isn't the best example. But like we have kind of like baseline mortality rates due to aging right? Just like dying, due to old age and oxidation of the tissues.

And then we have, like everything else, right? So like that would be kind of like our baseline for mortality, dying old age, and then everything else would be from some cause we can point to.

Yeah. So there's a couple of things that we learned about explicitly, and then I can kind of add, on what are some properties of potentially invasive species that could help them take over an area that they are not native to.

they oftentimes are are selected. That means that what about them

they can reproduce really quickly. That's a good advantage. If you're trying to take over here what else?

They have no natural predators, typically

right? So no natural predators. If you didn't evolve in a place, then nothing probably evolved to eat you.

Now that doesn't mean that something can't eat you when you move to a place, but it often means that most things

can't or won't, because they don't recognize you because you might have toxins or compounds in your tissues that they're not used to. So we typically see these invasive species have less pest problems. Maybe they're more resistant to diseases. Maybe deer or other predators like that. Avoid them. That helps them get established.

Jones.

And they're often Generalists right? So they are amenable to a wide range of conditions.

So we have loads of species from Asia, or from distinct parts of Asia that have a more humid climate that are non-natives that exist here, because we also have kind of a temperate and humid climate.

California has a similar climate to like the Mediterranean. Right? They all have that Mediterranean, Dublin type biome. So we find a lot of species that move between California and the Mediterranean can become

invasive, or Australia also has like the.

I think it's the western part of Australia that has a climate similar to California. So yeah, that's how eucalyptus became invasive there. So if you have a lot of flexibility, as long as the conditions are somewhere in your fundamental niche, you can kind of

go to town, and if you're in our selected species, reproducing really rapidly, you could push other species out quickly.

Was the water polluting analysis of more for this unit or last year, because I know we did water pollution. That was the last unit.

maybe. Maybe I should run down quickly just what like the homeworks are.

And there was. There was a lab that's pretty relevant to this, too. So let me just look through

just so that we're taking everything into account we need to. In chapter 9 you had a homework assignment on human alterations to water. So you looked at things like

dams and levies and dikes and aqueducts, and I think that was it.

And then for chapter 10, you had one.

What was this called?

Human land? Use human land use on tragedy of the Commons and maximum sustainable yield and externalities.

You need to know anything more than like the definitions, and what

for the benefit?

For, like the alterations to human water. Yeah.

I mean, generally, I think just that. Yeah, the uses, the definitions, the the context for like

for levies understanding, like their relationship to flood plains is is kind of an important one from that assignment.

Let's see, check. Sorry. Go ahead.

It reduces the benefits.

Yeah, so historically, flood floodplains were really important to human development. And then

flood plains became a location where we developed housing instead of developing like agriculture and using it

directly for water and transportation, and, you know, irrigating and fertilizing our crops

instead, we just built houses and things on top.

Chapter 16. You had one on the 3 R's. And composting

chapter 16. That was a waste generation disposal. So the 3 h in composting.

Chapter 17, you have one on chemical risks.

You also have one on infectious diseases, but that will not be on this test.

And then, in Chapter 19, you had the global climate change and greenhouse gases, assignments.

and you had your videos to watch.

And then for lab you know, most of our labs were

well, I guess we didn't actually have a ton of labs in this unit. But you know, sandhills, there were certainly things that came up in the sandhills lab that could be supportive of answering questions on this test, but nothing like specific.

But I'm going to ask about that. But the land and water use lab. The part that I passed back to you the other day the residential land use right? So that's hitting on your urban suburban exurban and rural type of land use.

And talked you through the feedback loops of urban sprawl and urban blight.

So those are relevant for the test. Also.

Go ahead.

Okay. Oh, for the global warm, like the

most recent notes that we did that one packet, or we did all those feedback loops, should we be able to give them as examples? Or should we just be able to explain, like, what type of you know? Should we have them all memorized? Or should we be able to recognize that it's a positive or negative if we see it. That makes sense. I think I'm both. Yeah, I think generally I mean, this is more of an Ap skill than this test skill, but generally being able to discern whether something is a positive or negative feedback loop.

That's a good skill to have going into the Ap. Exam.

And certainly be able to categorize each of the ones we looked at as positive or negative. You don't have to like go into a ton of detail with those feedback loops. My notes on the board were pretty sparse, right? Like, so just having that basic understanding

of the kind of main negative and positive.

Well, the main positive feedback loops and why the negative ones aren't saving our butts.

The negative are those genuinely always good, you know, like in terms of they, usually because they know it's isn't. It moves us stabilizes. Yeah.

yeah. Yeah. So I would say, environmentally, it's very rare that you're going to see a positive feedback loop that doesn't have a negative effect, because at the environmental level stability is the thing right? I mean, no one can.

No one or no thing can maintain stability indefinitely, but moving towards stability and kind of constantly trying to bring things back to a stable. Equilibrium, is pretty much always going to be a good thing in the environment and in your own body. Right? That's how we maintain homeostasis.

So negative feedback loops can be

well in the case of the environment, those are

positive. But it's possible that, like in a different context, a positive feedback loop could have a positive outcome and a negative feedback loop could have a negative.

Would they end up like stopping for like is it? It works until it's back to where it needs to be like a positive going. Right? Yeah. So negative is regulating. And we can kind of give it like a little like a

donna.

Okay, if we're tilted in this direction.

right? A negative feedback loop is gonna move us back here

until we reach a balance point.

If we're tilted in the opposite direction. It's going to bring us again here until we reach a balance point. It doesn't want to bring us to the opposite direction.

right? So it's a lot like a thermostat.

The heat is only going to go on in this room. If it drops below 70 degrees, and then once it hits 70 degrees. The heat's going to cut off right? That's a stabilizing force.

It'll happen again and again and again, no matter how many times it goes, you know, under 70 degrees. But once it reaches that equilibria point we've set, which is 70. It's gonna stop changing the system.

whereas a positive feedback loop is going to take something like this and

keep making it worse and worse. And worse, until yeah,

so limited in that as we talked about water vapor, it doesn't really stay in the atmosphere very long, and the water cycle is a pretty fairly balanced cycle with respect to like atmospheric water versus surface water and stuff.

So that's how it's limited like water isn't really playing a big role in the warming that we're seeing. And the mixed effect has to do with like cloud formation, because clouds can also form. If we have an influx of water in the atmosphere temporarily.

and clouds can actually reflect radiation back into the upper atmosphere, so they can reduce the amount of solar radiation we're getting on the planet. So if the water vapor itself might have a tendency to absorb and retain heat, but if it forms into a cloud, it could actually prevent some of that heat from reaching the planet. So that is the mixed component.

They have opposite effects, really water in the clouds, but they're linked together.

Is that only for Co 2 and ocean, that's just for ocean uptake. Yeah.

So calcium carbonate makes up corals, and it makes up the like exoskeleton, the shell of any sort of mollusk. So anything with a shell that lives in the ocean. That shell is primarily made of calcium carbonate.

So if we start breaking down or modifying calcium carbonate due to the presence of Co. 2 in the ocean. That means there's less of it to go towards coral formations and shell formations. So that puts those species in that habitat of the coral reef at risk.

What would you say? Are the most like important concepts from the you know, the 2 video ones

like, I know, it's all important, like, I'm just an old journal.

Just I wanna make sure you know, like what I focus on?

I think, from the videos

having a general understanding of kind of the different scenarios of warming

like 30 groups like whatever it's like.

Let's see.

there's a point we kind of talked about in class that was emphasized as well in the videos, and they probably had a little more time to talk about it than I did, which is just this issue of

needing to help developing countries develop sustainably.

They are not going to be able to foot that bill, and they are going to develop on the cheapest technologies that they can right? Because that is what's going to help them develop fastest. And that's what they want.

And we can't ask them to not do that. So we've already done that ourselves.

So being able to pave the way for

new technologies to become cheaper or for sustainable technologies to kind of get up to scale faster in those countries is kind of the only solution to allowing them to continue to develop without it being a huge environmental burden on the world.

I feel like there's 1 other thing.

Nope, yeah, Simons, and see if it prompts my memory.

Oh, yeah, this was also in the slides, very briefly at the end. But the actual, like positive changes that we are making in the energy sector.

in spite of all of our policy failures. We're still actually seeing this unprecedented growth and development

that is finally making those technologies economically competitive with fossil fuels. That's huge. Because if it's going to be expensive to make these changes.

the likelihood of them happening and happening quickly is not good. But when we can actually reduce the cost of those technologies.

so that they are

at least as cheap or even cheaper ideally than fossil fuels, then that can become a huge part of infrastructure, moving forward and make a big change

like the degrees, like as they went up. They like overlapped a little bit. And we're do you think they're being a little extreme.

I don't think they're being extreme. Yeah.

4 degrees warming, or greater is truly pretty catastrophic. Yeah. The extent of

like loss of food and water resources, heat, death, climate, refugees, wars that would be occurring with 4 degrees warming. It is not apocalyptic per se, but it's pretty. It's pretty bad. I don't think they were exaggerating to say that it would be

a little bit of a hellscape. No, not so specific, just generally like having this understanding of like.

you know, 2 degrees warming is probably what's going to happen. Probably what's going to happen by the year

2,100. And there are some impacts that we expect with this 2 degrees warming. But we don't have this like

catastrophic loss of crops and water security that we see it at 4 degrees.

We were like, really close, right? You know, I can't remember. There's a video you said in class, someone like at some point it was supposed to like.

I think it was like, until I started putting the stuff into place, that it was just to go like 3 to 5 degrees or something. I think I was in the video like. And then they started putting in policy, yeah, we're on track for 2 right now.

We'll see.

Yeah, certainly. But in in these kind of ways we were talking about in class, we're like, yeah, we're going to see more pathogens around. We're going to see some challenges with food and water security. But they might not be so extreme that, like, we have global wars being

started on a regular basis over them.

Yeah, storm intensity. All of this stuff is going to be happening at 2 degrees. It's happening already.

yeah. And it still could be. I mean. That's also like the not to be.

But I think it's important for us to know it still could be really bad, right? Like we, just because we're on track for 2 degrees now does not mean that 4 degrees is not still a real possibility, right? We need to be vigilant about our climate actions, climate policies in this time

so kind of pivotal moment in determining what the next you know.

50 to a hundred years look like

the natural disasters increasing. Is it both intensity and frequency in most cases? That's yeah. What's expected. We are going to see more.

Not all of them will be of the highest intensity, but we will also see generally a higher intensity, like.

you know, maybe we have twice as many hurricanes as we used to.

and maybe like 3 out of 10 of them are catastrophic. I'm totally making those numbers up, but you know something like this where?

it does affect her.

The good part about this is, it's, I guess, job security. Yeah. Great job security for you.

You mentioned the board.

Forget to memorize something. Was it the back or the front. Oh, A lot of people will get the categories mixed up.

So

global climate change is the biggest category. It's the umbrella that everything else sits under. Excuse me, global change.

climate change, global change.

that is basically like everything that humans have done that have had a significant impact on this planet. So

yes, it includes the effects that we're having that are relevant to climate. But it also includes, like

pollution. And over harvesting habitat destruction. Right? All of these sorts of things are agents of global change.

So under that umbrella of global change, we have global climate change. And those are the specific things that humans have done to impact Earth's climate.

It's important for us to remember that climate is based around, not just temperature, but precipitation. So global climate change includes alterations to temperature. So we have the category of global warming in there and then we also have changes to precipitation patterns, to storm frequency and intensity and to ocean currents, ocean circulation, because that

also is a feed into climate well

caused by climate and alters climate, and then

the subset of effects that are global warming. Right? That's a type of global climate change. And that's specifically speaking, to things around temperature, both increases in temperature overall, but also decreases in like cold spells and freezes, and those sorts of things.

both must not be gone, can't change.

So they are part of global climate change. Remember that these things are nested. So like

all things that are global, climate change are a component of global change. All things that are part of global warming are part of global climate change. We're just getting more specific with each set of terms. What does it mean? So we can like specifically say that the aspect of global climate, right? That pertains to temperature

is a global warming effect.

Yeah, like, how would they get it confused? If I can't, they just call everything just unfortunately.

Well, you can. But Ap might want you to be more specific with the language that you're using, right? So it's both like the language that you use, you know, in your answers, or when they give you a question. If they're asking about global climate change, not global change, you need to know what that includes like, okay, I'm not going to touch these topics that aren't related to climate. I'm gonna focus on these topics that are climate relevant.

And I shouldn't just stick to temperature if they're asking me about global climate change, because it also includes precipitation and storms. And all of this stuff.

So which I think.

Okay. So with the anthropogenic sources of greenhouse gases.

or, as far as we consider

natural cause, like they do have natural. Yeah. So we had them on both lists, I think.

Oh, yeah, yeah. So there are forest fires that are natural. There are also forest fires that are not natural, I think prescribed burning to me fits the

sort of fits the category of natural because it's mimicking a natural fire regime. But what I'm talking about with like a anthropogenic fire would be like

were you all old enough to like? Be aware of the whole like gender reveal?

Wildfire. Yeah, like stupid shit like that like. That's what an anthropotanic fire.

I don't know. It's like some exploding yeah through the color. But then it like.

yeah, cigarette butts, cars starting fire. All. You know people not putting their campfires out.

If don't park your car on a grassy area, if you're in a dry place because you will probably start a fire?

Yeah, it's the number one cause of forest fires by human beings.

Yeah, your car is really hot underneath when you finish driving it. So if you're on like a dry grassland like out in, you know California, Nevada, Arizona, do not park in the dry piece of vegetation, because your car will probably combust it.

and you will start a fire. It's not good.

Yeah. I mean, with the highway system definitely, we have seen over and over again that I mean both of those loops that you identified in that were positive feedback loops. So like.

yeah.

no matter how many times we expand highways. The traffic does not decrease, at least in the long term.

right. And it's because whenever we expand a highway, the traffic is temporarily alleviated, and someone who's living in the city goes. Gee! Now that the traffic isn't so bad, maybe I should move outside of the city to enjoy more space and fresh air and blah blah, and then they do. And then, you know, a bunch of people do that. And then all of a sudden, there's the traffic again.

expand highway again, and it'll keep happening over and over and over. So we're learning the lesson that, like highway expansion does not help this problem.

Yeah.

induced demand would be like providing

a good or service creates greater demand for that good or service.

and that feedback loop is linked in the case of highways directly to urban blight.

because the more people leave the city, the lower the tax revenues are for that city, the worse the city gets, it gets degraded, the services are not good, the policing is not good, all this stuff, and then more people want to leave because the city is declining.

and it will keep spiraling and declining through that process of urban blight.

so purpose for the cat, the

play catch, or plastic catch something like Where's that?

So the caps are used for landfills, so not for incineration. They're used to prevent 2 things to prevent fluid from getting in. If we're done with the landfill, we don't need to leave it open, and if we do, the more we leave it open, the more we're going to get water coming in and leachate produce

and it also will trap air pollutants from getting out right. So instead of volatilizing into the atmosphere, they're kind of stuck in the landfill from decomposition.

I mean largely from decomposition, but also from whatever weird chemical reactions are happening inside of a landfill. If you're going to do methane capture like a cap is required in a modern sanitary landfill, whether you're doing methane capture or not. But if you're going to do methane capture, it's going to kind of help you to concentrate that methane.

But it does mean

you're limited in your ability to get additional water into the system. So at some point you might slow down in your methane production.

Cogeneration of electricity.

Yeah. So it's natural gas, effectively

natural gas being produced through decomposition.

So if we let it just volatilize into the atmosphere. It's a greenhouse gas. It's going to cause us all sorts of problems. But if we combust it

and use it like we would natural gas. Then it's producing electricity, and we're still going to get some greenhouse gas emissions from that process. But it'll be less than like the total amount that would just go into the atmosphere in the 1st place, and we'll be getting energy off the back of it in the process without having to even tap into our like natural gas resources on the planet. So

good benefit

the radioactive waste. Is it the same kind of thing where they use the radioactive waste you usually have to use like a steel lined or lead lined containment system.

some radioactive waste has to be stored in fluid as well.

Robinson has, like a two-phase, they have to put theirs in water to cool it down.

And then, once sufficiently cooled down, they put it in steel, lined 4 foot concrete containment system.

So yeah, radioactive waste.

you have to create a really significant structural barrier. But then you also need a lining that's going to prevent any of the radioactivity from actually like reaching the outside of your containment area

about the like special stuff like the gloves that they wear inside the court.

I'm guessing it's based on a threshold. I don't know but I'm guessing. If you get above a certain threshold of radioactivity on a material it needs to be processed in a different way.

I don't know if they're able to just like throw those things in a regular garbage. They probably do have a special processing for all of their like temporary waste. But I don't know enough about that

really interesting assets.

Huh! Where do they put the e waves

e-waste. I don't know where that goes. I mean, it's generally we're trying to recycle as much of it as possible.

so there must be like specific e-waste recycling centers.

For some e-waste, though. Like a used light bulb used battery. They're just going to like

dismantle it or neutralize it in some way, so that it won't cause harm and then process it.

Yeah, what are some ways disease prevalence relates to the environment, y'all like when the climate increases

and the vectors have like a wider range where they can rise.

Yeah, like, invasive sometimes.

Yeah. So I wouldn't necessarily say invasive, but

they become more prevalent. Right? So like.

if you are a vector. Carried pathogen vector. Meaning, you have something that transmits you. And it's usually not always, but usually an insect?

Then, when the climate warms, you are likely to expand the areas that you can live, and the amount of time of the year that you can live there right? Mosquitoes are a great example, because we all have these.

Typically, they die off in South Carolina around, you know, this time of year, like November, December.

But with warming they might stick around until January or February, or something like this right? And they might move farther north.

And then there's another that links to unit 3,

like the the low income employees are improved.

So this is more general, more like could affect everyone, although it does tend to affect low income populations more than high income populations.

pollution.

right? So not all pollution is linked to disease. But there are a bunch of pollutants we talked to that could talk to, talked about, that could increase the incidence or severity of a respiratory condition, or increase your likelihood of getting cancer or something like this. So certain pollutants.

certain chemical risks can actually enhance the likelihood of a biological risk or the severity of a biological risk.

Dash one thing which is part of it does that.

No, the ash is stable organic matter, so it will not decompose further. So

it's really just

a smaller volume of material that goes into a landfill doesn't pose as many problems once it's present

in the landfill

because it off, how would they know, like the disease already has spread? So if we have protected areas, we have people monitoring those areas. There aren't really protected areas of the world that don't have

scientists or staff there that are kind of trying to to keep track of what's going on. So someone like Nancy at the refuge. She is constantly monitoring changes in the population for many different species there.

So someone like that would kind of be aware there's a problem happening. We might need a containment strategy.

Let's put in all this videos. Hold on

hence, maybe. But some there's because if there's genetic diversity, there could be some natural immunity in the population. So

yeah, I ran through that real quick when it at the beginning, but most of you weren't here. So

we've got about 16% on water resources. Chapter 9,

about 14% on chapter 10, land

chapters 16 and 17. The waste chapters and the human health chapters are both about 13%.

And then the last 2 chapters, 18 and 19, conservation and global change are both about 21%

each. Yeah, so that those last 2 chapters are

a little over 40% of the test

and everything else is more or less the same. Everything else is kind of between 5 and 6 points apiece.

so your bonus is going to be like your bonus on a regular test, it's 1 and a half points which I think is worth like 3.7%.

So that plus the

bonus you can get from turning in testing quizzes. I think you get like a total of like 6.2 5

of possible extra points, which is

pretty decent. Right? Definitely move your grade up a letter.

I'll also just say for whatever it's worth. Don't forget that you have potential for participation points in this class. I never put those in until I do final grades and submit those.

But if you've been participating in class and or coming to reviews and office hours regularly, then you will probably get at least one of those 2 points, if not both of them.

So

if you're trying to calculate, you know something for your grade, keeping that in mind that that could be applied. And

yeah, maybe push you over a threshold that you're

up against, or something, or keep you safe.

Oh, oh, I don't know what?

Hmm! I think

I think those courses get archived. I don't know, seniors, do you still have access to your past because I can go back to all of my past classes, but I don't know what y'all can do.

I can't figure out how to get back to my past classes. There's a i still have a few like I still have like

85. So check later. Right? If you go to this little like book that says courses

right, this is going to show me all my current courses, but then I can go to all courses, and it shows me every course I've ever taught here, every campus phase, so I don't know what you'll find there for you as a student.

I don't think

I don't. It's not something that I'm aware that instructors have control over. So it's I. I imagine it's a school wide policy whether you have access or not to those things.

If you check that? Well, you can't. You're a 1st semester, junior. Put a PC.

If a senior checks that and says they have access. That's a good indication.

If not then downloading the Powerpoints might be.

might be a good strategy. Yeah, yeah.

they're very big files, and I don't know that I can easily share them in another way.

Yeah, campus is kind of it.

I think you can access. I think you can.

I'm pretty sure my students were accessing their fall for their spring exam.

We will also have a ap review session in spring.

right? Maybe even a couple of them. So I'll reach out to you all again, spring so that we can

figure out a good time to do that.

Yeah.

And I think that about does it for test 4.

So make sure you get sleep and eat things.

Take care of yourself, so that when you show up tomorrow afternoon you're not ready to fall over. Go to bed on me.

Oops.

Think? 6.

Yeah.

they're kind of national good, really things. Yeah. But I have like 2 exam periods for 49.