Use the word documents provided and put answers underneath each question.
Microsoft Word - Lab 2 - Exercise - Population and Eco Footprint (In Class).docx ENVR 1401Human Population and Impacts ENVR 1401 – EXERCISE Lab 2 – Population Dynamics, Ecological Footprint & Environmental Impacts Name: Section: Learning Objectives: · Students will examine changes in human population size and growth rate over the last two thousand years by interpreting graphs and by graphing Global Population Size using Excel. · Students will gain an understanding of the relationships between birth, death, and immigration rates and overall population growth rates within a country, and how women’s rights are linked to human population growth. · Students will gain an understanding of the factors that determine the impact an individual has on their environment by calculating their own environmental impacts (i.e., Ecological Footprint). · Students will also be exposed to the IPAT equation that is used to conceptualize the environmental impacts of countries. Part I: Human Population Dynamics Population dynamics is the term used to describe how populations change over time. What factors cause Human Populations to change over time? For more information about Human Populations Dynamics (how populations have changed over time and why) check out Paul Anderson’s video (https://www.youtube.com/watch?v=DqKg5rWLpEo). First, we are going to examine the factors that cause human population size (the number of individuals in a population) to change over time. The United States Census Bureau is a good resource for population data of the U.S. and the world. Go to the U.S. Census World Population Clocks – POPClocks website - http://www.census.gov/popclock. 1. Record the U.S. and World populations. U.S.World 2. Which population (U.S. or World) is growing faster? 3. (a) What is the rate of new births in the U.S.? (b) What is the rate of deaths in the U.S.? (c) Considering only rates of births and deaths, is the U.S. population growing or shrinking? 4. (a) What is the rate of new migrants into the U.S.? (b) Which contributes more to U.S. population growth, births or migrants? 5. Scroll down the page and find the U.S. demographic pyramid graph titled, “United States Population by Age and Sex”. What percentage of the U.S. population did 21 year-olds (males and females added together) make? 6. Look at Figure 1 below and answer the following questions. (a) During what year did the annual growth rate of the world’s population peak, and what was that annual growth rate (percent)? (b) What explains the mostly steady decline in annual growth rates after the early 1960s? Figure 1. International Data Base: World Population Growth Rates: 1950-2050 7. Looking at Figure 2, during what year did the annual change peak, and what was that annual change? Figure 2. International Data Base: Annual World Population Change: 1950-2050 Use the World Population Data handout to fill out the table below. There are several estimates for early world populations, we will use the McEvedy & Jones estimate for years before 1950. Some of the data is already input in the table. You will create the graph in excel and insert it on page 5, below. Note the historical estimate (years 1-1900) numbers are in millions, so you will need to convert that number to billions for the table below. To convert millions to billions, simply move the decimal place three places to the left (ex: for Year 1, 170 million is .170 billion) 8. Complete the following table. Remember the population data is be recorded in billions Table 1. World population and growth rates years 1AD- 2050 AD Year(AD) Population in Billions 1 0.170 400 0.190 800 0.220 1200 0.360 1600 0.545 1800 0.900 1850 1.200 1900 1.625 1950 2.56 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050 9. Now, create a graph in Excel of the World Population from 1 AD to 2050 using the data from Table 1. Remember to label the graph with a descriptive title and label all axes. Use the information in Figures 1 and 2, along with the graph you create, to answer the following questions. If you need some help, watch the instructional video available on Canvas about creating a graph in Excel. Copy and Paste Your Graph from Excel Here: 10. List three factors affecting birth or growth rate that may have kept the world population numbers low until the 19th century (pre-Industrial Revolution): a) b) c) 11. List three factors affecting birth or growth rate that have contributed to world population growth in the 19th century to 20th century (Industrial Revolution): a) b) c) 12. What is occurring with global birth rate in the late 20th and early 21st centuries? 13. Why has the total number of people in the world increased if the human population growth rate has decreased? 14. What is the relationship between growth rate and doubling time? Describe the relationship both generically and also give a specific formula relating the two quantities. Part II: Environmental Impacts of Individuals and Populations This section asks you to evaluate your impact on the Earth by looking at your resource consumption and comparing it to the average resource consumption of people around the world. 15. First, go to http://www.footprintcalculator.org/. Input your email to continue and start the quiz. Choose the “Add details to improve accuracy” option to input your answers. Answer all the questions on the website as truthfully as possible. If everyone on Earth lived the way you do, how many “earths” would we require? How many hectares is your footprint? Acres? (Hint: Convert hectares to acres by dividing hectares by 0.4) Your Ecological Footprint (number of Planet Earths): Global Hectares:Global Acres: 16. What is the percent difference between your footprint (in global acres) and the average U.S. individual (assume the average U.S. individual footprint is 20 global acres)? Show the problem set up! 17. How does your footprint breakdown for the following? If you scroll over the bar chart it will give the global hectares for each category; record them for each of the following categories: Food= Shelter= Mobility= Goods= Services = 18. Looking at your quiz results, click on the “Explore solutions” button. Using this section and your own ideas, list two simple changes that you could make to reduce your consumption in each of the following categories. (NOTE: your answer should be something more than just “using less”) Food: Shelter: Mobility: Goods and Services: 19. Each individual in the U.S. produces an average of 4.6 pounds of solid waste per day. The average “Texan” (i.e. YOU) produces about 5 pounds of solid waste per day. It is estimated that the world average of solid waste produced per day is 1.47 pounds. Assuming this information is accurate, how many pounds of solid waste do you (as an average Texan) produce? (show your work) Per Week? Per Year? 20. If you produced the same amount of solid waste as world average how much could be saved? Hint: You will first need to figure out how much waste you would save per day if you reduced your waste to that of the world average (show your work) Per Week? Per Year? 21. The IPAT Model is used to estimate the environmental impact of countries. For more information about the model and how it is used, see Paul Anderson’s video (https://www.youtube.com/watch?v=Z1haK55QKJ8). Give a brief explanation of the I=PAT model described in your lab background, describe and explain the terms in the equation. 22. Thinking about the I=PAT model, give one example of how technology can increase our environmental impact and one example of how technology can decrease our environmental impact. Increased impact (environmentally harmful): Decreased impact (can help the environment or reduce impacts to the environment): Revised: May, 2020 6 Name: Section: ENVR 1401 – EXERCISE Lab 3 - Interpreting Graphs and Maps Watch the following video and use the background information in Lab 2-Population and Ecological footprint to answer questions 1-4 https://www.youtube.com/watch?v=EKTJQZ9fhBo NOTE: There may be more than one correct answer for questions on this lab exercise. 1. Correctly label the following population pyramids, Hint: European populations are in decline, developing nations usually have rapid population growth, and the U.S. has slow growth (U.S., Italy and Kenya): 2 Revised July, 2020 Country A Country B Country C 2. Which histogram(s) reflects slow to no population growth? Italy Kenya U.S. 3. Which country has the largest percentage of population beyond the major reproductive age (i.e., >44years)? Italy Kenya U.S. 4. Which of these is typical of population growth in a developing country? Italy Kenya U.S. Review percent change and percent difference from Lab 1-Math and answer questions 5-6 https://www.youtube.com/watch?v=v_wqykVJ0js 5. What is the overall reduction (percent change) in soil erosion on cropland from 1982 to 2001? % SHOW WORK: 6. Based on the percent change of both water and wind erosion, methods to reduce which type of soil erosion have been more successful? (Circle one)WaterWind SHOW WORK: % change in wind erosion 1982-2001: % change in water erosion 1982-2001 Review background information on different type of graphs in Lab 1-Math and answer questions 7-9 7. What percentage of the population in the City of Austin is over 50 years of age? (circle the correct answer) 25%34%9% 8. In the bar chart above, the proportion of women responding with a “yes” is equal to the proportion of men responding with a “no”. TrueFalse 9. In the bar chart above, the proportion of total “yes” responses exceeds the “no” responses TrueFalse Insert instructor video (or add on canvas) on Slope/Rate of change to answer questions 10-13 (DELETE AFTER ADDING) Include units in answers for questions 10 through 11: 10. What is the overall average rate of plant growth? (round to 1 decimal place) 11. What is the growth rate between: Point A-B:Point B-C: Point C-D:Point D-E: Point E-F: 12. Between which two points is the most rapid rate of growth for this plant? 13. Between which two points is the slowest rate of growth for this plant? 14. What was the percent change in the fatmucket mussel population from 1989 to 1990? % (round to 1 decimal place) SHOW WORK: 15. What is the overall percent change in the fatmucket mussel population between 1989-1993? 16. What is the overall rate of change for this species? Number of fatmuckets/year SHOW WORK: 17. If the 1991 to 1993 rate of change continues, in what year is it likely to become extinct? SHOW WORK In 1970, the Clean Air Act was passed. This law required the EPA to establish national air quality standards for six specific, common and widespread