This page intentionally left blank

E X P E R I E N C E

THE WORLD

The National Geographic Society (NGS) has been inspiring people to care about the planet since 1888.

NGS photographers and cartographers travel the world and record it visually making it an ideal re-

source to help immerse students in the world of Environmental Science.

IN YOUR HANDS,

Developed in partnership with the National Geographic Society, Visualizing Environmental

Science 3e integrates photos, maps, illustrations, and video with clear and concise text, to deliver an

engaging learning experience. NGS verifies every fact in the book with two outside sources, ensuring

accuracy, currency and effective learning.

TODAY!

A portion of the proceeds of Visualizing Environmental Science 3e helps further the mission

of National Geographic: to increase global understanding through education, exploration,

research, and conservation.

IFC.indd 1IFC.indd 1 8/7/10 3:47:05 PM8/7/10 3:47:05 PM

VISUAL PEDAGOGYLearn from powerful Visualizations that are designed to help you select relevant information, organize re-lated information, and integrate information with prior knowledge in order to construct your own knowledge.

AUTHENTIC SITUATIONS AND PROBLEMSAnalyzing InformationLearn to analyze global and local issues using over 45 National Geographic (NGS) maps with guided commentary and critical thinking questions. National Geographic maps are located in the text, in WileyPLUS, and in student assessment and instructor resources.

Solving Authentic ProblemsAddress real-life situations and problems with exclu-sive use of National Geographic videos and online problem-solving activities. Called out in the text and appearing in WileyPLUS, 50 National Geographic videos focus on topics in Visualizing Environmental Science 3e.

Interpreting Real-Life SituationsLearn to interpret authentic data with activities that integrate National Geographic photographs, illustra-tions, and guided text. Visualizing Environmental Science 3e has over 240 photographs from Na-tional Geographics award-winning Image Collection, located in the text, in WileyPLUS, and in student assess-ment and instructor resources.

INTERACTIVE MULTIMEDIACustomizing Your Learning PathEngage in active learning with WileyPLUS. Our online learning environment has additional content that pro-vides you with multiple entry points, giving you more opportunity to explore concepts, interact with the ma-terial, and assess your understanding using National Geographic resources. Test yourself with a personal-ized self-study quiz to assess your comprehension of the course material, watch a National Geographic video of methane gas drilling in Wyoming, and go on a virtual field trip to Shanghai China from your computer. WileyPLUS allows you to interact with visu-als, words, illustrations, and assessments to provide you with your own unique learning experience.

National Geographic Society Resources

Protected ecosystems around the world Figure 13.14

What do protected areas around the world have in common? How are their concerns shared by state and local governments and organizations?

GLOBAL

L O C A L

Analyze the concerns of protected ecosystems around the world.

Formulate solutions on how to fix the troublesome effects of nutrients from sewage in the Thames River.

Environmental InSight THE PLANNERThreats to biodiversity Figure 15.6

Human populationincrease

Land-use change

(habitat loss))Climatechange

Pollution

Overexploitation(for example,overfishing)

Invasivespecies

Increasingeconomic

activity

Increaseduse of

technology

Decliningbiologicaldiversity

Social, political, andcultural factors

a. Causes of Declining Biological DiversityIn this highly simplified diagram, indirect causes (tan) interact with and amplify the effects of one another and of direct causes (gray). All of these factors interact in complex ways.

b. Destruction of the Worlds Wildlife HabitatsThis tiny island, located in the Panama Canal, was once a hilltop in a forest that was flooded when the Panama Canal was constructed.

I n t e r p r e t i n g D a t aHow might increased use of technology contribute to declining biological

diversity?

Global Locator

c. Isolating Wildlife HabitatsRoads and agricultural lands effectively isolate the scattered remnants, or islands, of forest. Photographed in Paran State, Brazil.

Endangered and Extinct Species 381

Draw conclusions on how the increased use of technology contributes to creating forest islands in Brazil.

IFC.indd 2IFC.indd 2 8/7/10 3:47:05 PM8/7/10 3:47:05 PM

T H I R D E D I T I O N

ENVIRONMENTALSCIENCE

V I S U A L I Z I N G

ffirs.indd iffirs.indd i 8/7/10 3:42:35 PM8/7/10 3:42:35 PM

ffirs.indd iiffirs.indd ii 8/7/10 3:42:36 PM8/7/10 3:42:36 PM

V I S U A L I Z I N G

LINDA R. BERG

MARY CATHERINE HAGER

DAVID M. HASSENZAHL

T H I R D E D I T I O N

ENVIRONMENTALSCIENCE

In collaboration with The National Geographic Society

ffirs.indd iiiffirs.indd iii 8/7/10 3:42:39 PM8/7/10 3:42:39 PM

Credits

EXECUTIVE VP AND PUBLISHER Kaye PaceSENIOR EDITOR Rachel FalkPROJECT EDITOR Merillat StaatWILEY VISUALIZING PROJECT EDITOR Brian B. BakerASSISTANT EDITOR Jenna PaleskiDIRECTOR OF DEVELOPMENT Barbara HeaneyMANAGER, PRODUCT DEVELOPMENT Nancy PerryASSOCIATE DIRECTOR, MARKETING Jeffrey RuckerMARKETING MANAGER Kristine RuffSENIOR PRODUCTION MANAGER Micheline FrederickSENIOR MEDIA EDITOR Linda MurielloMEDIA SPECIALIST Daniela DiMaggioCREATIVE DIRECTOR Harry NolanCOVER DESIGN Harry NolanINTERIOR DESIGN Jim OSheaSENIOR PHOTO EDITOR Elle WagnerPHOTO RESEARCHER Stacy Gold/National Geographic SocietyART DEVELOPER Elizabeth MoralesSENIOR ILLUSTRATION EDITOR Sandra RigbyPRODUCTION SERVICES Furino Production

COVER CREDITS Main: Tyrone Turner/NG Image Collection, (left): MICHAEL MELFORD/NG Image Collection, (center left): HIROYA MINAKUCHI/MINDEN PICTURES/NG Image Collection, (center): JOHAN ELZENGA/FOTO NATURA/MINDEN PICTURES/NG Image Collection, (center right): BRIAN J. SKERRY/NG Image Collection, (right): JUSTIN GUARIGLIA/NG Image Collection

This book was set in New Baskerville by PreMediaGlobal, printed and bound by Quebecor World. The cover was printed by Quebecor World.

Copyright 2011, 2009, 2007 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrievalsystem or transmitted in any form or by any means, electronic,mechanical, photocopying, recording, scanning or otherwise,except as permitted under Sections 107 or 108 of the 1976 UnitedStates Copyright Act, without either the prior written permission ofthe Publisher, or authorization through payment of the appropriateper-copy fee to the Copyright Clearance Center, Inc. 222 RosewoodDrive, Danvers, MA 01923, website www.copyright.com. Requeststo the Publisher for permission should be addressed to thePermissions Department, John Wiley & Sons, Inc., 111 River Street,Hoboken, NJ 07030-5774, (201) 748-6011, fax (201) 748-6008,Web site http://www.wiley.com/go/permissions.

Evaluation copies are provided to qualifi ed academics and professionals for review purposes only, for use in their courses during the next academic year. These copies are licensed and may not be sold or transferred to a third party. Upon completion of the review period, please return the evaluation copy to Wiley. Return instructions and a free of charge return shipping label are available at www.wiley.com/go/returnlabel. Outside of the United States, please contact your local representative.

ISBN-13: 978-0470-56918-4BRV ISBN: 978-0470-91744-2

Printed in the United States of America10 9 8 7 6 5 4 3 2 1

ffirs.indd ivffirs.indd iv 8/7/10 3:42:43 PM8/7/10 3:42:43 PM

Preface v

Preface

Wiley Visualizing differs from competing textbooks by uniquely combining three powerful elements: a visual pedagogy, inte-grated with comprehensive text the use of authentic situations and issues from the National Geographic Society collections, and the inclusion of interactive multimedia in the WileyPLUS learning environment. Together these elements deliver a level of rigor in ways that maximize student learning and involvement. Each key concept and its supporting details have been analyzed and care-fully crafted to maximize student learning and engagement.

(1) Visual Pedagogy. Wiley Visualizing is based on decades of research on the use of visuals in learning (Mayer, 2005). Using the Cognitive Theory of Multimedia Learning, which is backed up by hundreds of empirical research studies, Wileys authors select visualizations for their texts that specifically support students thinking and learningfor example, the selection of relevant materials, the organization of the new information, or the inte-gration of the new knowledge with prior knowledge. Visuals and text are conceived and planned together in ways that clarify and reinforce major concepts while allowing students to understand the details. This commitment to distinctive and consistent visual pedagogy sets Wiley Visualizing apart from other textbooks.

(2) Authentic Situations and Problems. Through Wileys exclusive publishing partnership with National Geographic,

Visualizing Environmental Science 3e has benefited from National Geographics more than century-long recording of the world and offers an array of remarkable photographs, maps, media, and film from the National Geographic Society collec-tions. These authentic materials immerse the student in real-life issues and problems in environmental science, thereby enhanc-ing motivation, learning, and retention (Donovan & Bransford, 2005).1 These authentic situations, using high-quality materials from the National Geographic Society collections, are unique to Wiley Visualizing.

(3) Interactive Multimedia. Wiley Visualizing is based on the un-derstanding that learning is an active process of knowledge con-struction. Visualizing Environmental Science 3e is therefore tightly integrated with WileyPLUS, our online learning environment that provides interactive multimedia activities in which learners can actively engage with the materials. The combination of textbook and WileyPLUS provides learners with multiple entry points to the content, giving them greater opportunity to explore concepts, in-teract with the material, and assess their understanding as they progress through the course. Wiley Visualizing makes this online WileyPLUS component a key element of the learning and prob-lem-solving experience, which sets it apart from other textbooks whose online component consists of a drill-and-practice feature.

How is Wiley Visualizing different?

1Donovan, M.S., & Bransford, J. (Eds.) (2005). How Students Learn: Science in the Classroom. The National Academy Press. Avail-able at http://www.nap.edu/openbook.php?record_id=11102&page=1

Wiley Visualizing and the WileyPLUS Learning Environment are designed as a natural extension of how we learnVisuals, comprehensive text, and learning aids, are integrated to display facts, concepts, processes, and principles more effectively than words alone can. To understand why the visualizing approach is effective, it is first helpful to understand how we learn.

1. Our brain processes information using two channels: visual and verbal. Our working memory, also called short-term memory, holds information that our minds process as we learn. In working memory we begin to make sense of words and pictures, and build verbal and visual models of the information.

2. When the verbal and visual models of corresponding information are connected in working memory, we form more comprehensive, or integrated, mental models.

3. After we link these integrated mental models to our prior knowledge, which is stored in our long-term memory, we

build even stronger mental models. When an integrated mental model is formed and stored in long-term memory, real learning begins.

The effort our brains put forth to make sense of instructional information is called cognitive load. There are two kinds of cognitive load: productive cognitive load, such as when were engaged in learning or exert positive effort to create mental models; and unproductive cognitive load, which occurs when the brain is trying to make sense of needlessly complex con-tent or when information is not presented well. The learning process can be impaired when the amount of information to be processed exceeds the capacity of working memory. Well-designed visuals and text with effective pedagogical guidance can reduce the unproductive cognitive load in our working memory.

Preface

fpref.indd vfpref.indd v 8/7/10 3:43:08 PM8/7/10 3:43:08 PM

vi Preface

Wiley Visualizing is multimedia are designed for engaging and effective learningThe visuals and text in Visualizing Environmental Sci-ence 3e are specially integrated to present complex processes in clear steps and with clear representa-tions, organize related pieces of information, and in-tegrate related information with one another. This approach, along with the use of interactive multimedia, minimizes unproductive cognitive load and helps stu-dents engage with the content. When students are en-gaged, theyre reading and learning, which can lead to greater knowledge and academic success.

Research shows that well-designed visuals, integrated with comprehensive text, can improve the efficiency with which a learner processes information. In this regard, SEG Research, an independent research firm, conducted a na-tional, multisite study evaluating the effectiveness of Wiley Visualizing. Its findings indicate that students using Wiley Visualizing products (both print and multimedia) were more engaged in the course, exhibited greater retention through-out the course, and made significantly greater gains in con-tent area knowledge and skills, as compared to students in similar classes that did not use Wiley Visualizing.2

The use of WileyPLUS can also increase learning. According to a white paper titled Leveraging Blended Learning for More Effective Course Management and Enhanced Student Outcomes by Peggy Wyllie of Evince Market Research & Communications, effective use of online resources can increase learning outcomes. Pairing supportive online re-sources with face-to-face instruction can help students to learn and reflect on material, and deploying multimodal learning methods can help students to engage with the material and retain their acquired knowledge. WileyPLUSprovides students with an environment that stimulates ac-tive learning and enables them to optimize the time they spend on their coursework. Continual assessment /reme-diation is also key to helping students stay on track. The WileyPLUS system facilitates instructors course planning, organization, and delivery and provides a range of flex-ible tools for easy design and deployment of activities and

tracking of student progress for each learning objective.

2 SEG Research (2009). Improving Student-Learning with Graphically-Enhanced Textbooks: A Study of the Effectiveness of the Wiley Visu-alizing Series.

Figure 1: Timeline of Selected Environment Events (Fig. 3.8) This timeline visually organizes information to integrate related events, dates, and gures. It links new information to prior knowledge.

Chlorofluorocarbons are first hypothesizedto cause ozone thinning.Chlorofluorocarbons are first hypothesizedto cause ozone thinning.

1970

First Earth Day held in United States.

1974

1979

Three Mile Island nuclear power plant inPennsylvania has partial meltdown (worstnuclear accident in U.S. history).

1973

089187916791479127910791

International treaty (Convention onInternational Trade in EndangeredSpecies of Wild Fauna and Flora)protects endangered species.

Arab countries in Organization of Petroleum ExportingCountries announce oil embargo against United States.

1982

International treaty (Convention onthe Law of the Sea) developed toprotect ocean resources.

1984

Worlds worst industrial accident (UnionCarbides pesticide plant in Bhopal, India)kills and injures thousands.

099188916891489128910891

1986

Worlds worst accident at nuclear powerplant occurs in Chornobyl, Soviet Union.

1989

Exxon Valdez oil tanker createshuge oil spill in United States.

1987

International treaty (MontrealProtocol) requires countries tophase out ozone-depletingchemicals.

1991

Worlds worst oil spill occurs inKuwait during its war with Iraq.

000289916991499129910991

1992

U.N. Conference on Environmentand Development (Earth Summit)occurs in Brazil.

1994

International Conference onPopulation and Developmentheld in Egypt.

1997

Forest fires destroy more tropicalforests than ever before; Indonesiais particularly hard hit.

1999

Human population reaches 6 billion.

Timeline of selected environmental events, from 1970 to the present Figure 3.8

Figure 2: Health Effects of Several Major Air Pollutants (Table 8.1) This matrix visually organizes abstract information to reduce cognitive load.

Types of water pollution Table 10.1

stceffE selpmaxE ecruoS noitullop fo epyT

Sewage Wastewater from drains or sewers

Human wastes, soaps, detergents

Threatens public health; causes enrichment and high biochemical oxygen demand (BOD)

Disease-causing agents Wastes of infected individuals Bacteria, viruses, protozoa, parasitic worms

Spread infectious diseases, including cholera, dysentery, typhoid, infectious hepatitis, and poliomyelitis.

Sediment pollution Erosion of agricultural lands, forest soils exposed by logging, degraded stream banks, overgrazed rangelands, strip mines, construction

Clay, silt, sand, and gravel, suspended in water and eventually settling out

Reduces light penetration, limiting photosynthesis and disrupting food chain; clogs gills and feeding structures of aquatic animals; carries and deposits disease-causing agents and toxic chemicals

Energy flow through a food chain Figure 5.6 THE PLANNER

Energy enters ecosystemfrom the sun.

1

Energy exits as heat loss.

3

Energy flows linearlyin a one-way directionthrough ecosystems.

2

Much of the energy acquired by a given level of a food chain is used and escapes into the surrounding environment as heat. This energy, as the second law of thermodynamics stipulates, is unavailable to the next level of the food chain.

taeHtaeHtaeHtaeHtaeH

First trophic level:Producers

Second trophic level:Primary consumers

Third trophic level:Secondary consumers

Fourth trophic level:Tertiary consumers Decomposers

Energyfromsun

Why do you suppose that, within a particular ecosystem, the population size of a top consumer like a hawk is much smaller than the population size of a primary consumer like a seed-eating rat? Express your answer in terms of energy flow.

T h i n k C r i t i c a l l y

Figure 3: Energy Flow through a Food Chain (Fig. 5.6) Textual elements have been physically integrated with the visual elements. This eliminates split attention (when we must divide our attention between several sources of different information). The arrows visually display processes, easing the way we recognize relationships.

Figure 4: Features of a Typical River (Fig. 6.13) This illustration, by bolding or italicizing words, directs learners attention to important features, characteristics, steps, or relationships.

Features of a typical river Figure 6.13

Headwater streamsflow downstreamrapidly, often overrocks (as rapids) orbluffs (as waterfalls).

The river begins atthe source, often high in the mountainsand fed by meltingsnows or glaciers.

Along the way,tributaries feed intothe river, adding tothe flow.

The flood plain is therelatively flat area on either side of theriver that is subject toflooding.

Near the ocean, theriver may form a salt marsh where fresh waterfrom the river and saltwater from the oceanmix.

Mouth

The delta is a fertile,low-lying plain at therivers mouth that forms from sediments that the slow-moving river deposits as it empties into theocean. Ocean

Waterfall

Rapids

Bends calledmeanders form as the rivers courselevels out, so that the river flows more slowly and windsfrom side to side.

fpref.indd vifpref.indd vi 8/7/10 3:43:08 PM8/7/10 3:43:08 PM

Preface vii

What is the Wiley Visualizing chapter organization?Student engagement requires more than just providing visuals, text, and interactivityit en-tails motivating students to learn. Student engagement can be behavioral, cognitive, social, and/or emotional. It is easy to get bored or lose focus when presented with large amounts of information, and it is easy to lose motivation when the relevance of the information is unclear. Wiley Visualizing and WileyPLUS work together to reorganize course content into manageable learning objectives and relate it to everyday life. The design of WileyPLUS is based on cognitive science, instructional design, and extensive research into user experience. It transforms learn-ing into an interactive, stimulating, and outcomes-oriented experience for students.

The content in Wiley Visualizing and WileyPLUS is organized in learning modules. Each mod-ule has a clear instructional objective, one or more examples, and an opportunity for assess-ment. These modules are the building blocks of Wiley Visualizing.

Each Wiley Visualizing chapter engages students from the startChapter opening text and visuals introduce the subject and connect the student with the material that follows.

Experience the chapter through a WileyPLUS course. The content through WileyPLUS transports the student into a rich world of online experience that can be personalized, customized, and extended.

Students can create a personal study plan to help prioritize which concepts to learn first and to focus on weak points.

9Global Atmospheric ChangesMELTING ICE AND RISING SEA LEVELSPowerful evidence that Earth is warming comes from the melting of continental and polar ice. In 2002, an iceberg roughly twice the size of Rhode Island broke off from the Antarctic Peninsula. The Antarctic ice pack has retreated and thinned, losing 40 percent of its volume since 1980.

The Muir Glacier in Alaska was once enormous, with a huge vertical front from which icebergs calved into Glacier Bay. Today, the Muir Glacier has shrunk to a fraction of its former size (see photograph, taken in 2004; the inset shows approximately the same location in 1903).

Human-caused climate change is an established phenomenon. Within the scientific community, the question is no longer whether climate change will occur but at what rate and with what effects, and what can be done about it. The biggest culprit in climate change is an increase in atmospheric carbon dioxide (CO2), which is generated primarily through the burning of fossil fuels.

In this chapter we examine the challenges of global atmospheric changes: climate change, ozone depletion, and acid deposition. Changes in economics, politics, energy use, agriculture, and human behavior will be necessary to address these issues.

ommes froommmmm n 220002, nd brrokkee icce ppacckkf its

moous, calveedruunk tooakken ine locatioonn n

isshedd, tthe wwill oocccuuurrrat caan bee angee iss

O2)),inng off

of gloobbaal deepleetiooonn,, oliticss,will bee

216 217

CHAPTER OUTLINEIntroduction: Melting Ice and Rising Sea Levels 216

The Atmosphere and Climate 218Solar Radiation and Climate Precipitation What a Scientist Sees: Rain Shadow

Global Climate Change 222Causes of Global Climate Change Effects of Global Climate Change Environmental InSight: The Effects of Global Climate ChangeDealing with Global Climate Change: Mitigation and Adaptation

Ozone Depletion in the Stratosphere 230Causes of Ozone Depletion Effects of Ozone Depletion Environmental InSight: The Ozone Layer Helping the Ozone Layer Recover EnviroDiscovery: Links Between Climate and Atmospheric Change

Acid Deposition 233How Acid Deposition Develops Effects of Acid Deposition The Politics of Acid Deposition Facilitating Recovery from Acid Deposition Environmental InSight: The Effects of Acid Deposition Case Study: International Implications of Global Climate Change

CHAPTER PLANNER Study the picture and read the opening story. Scan the Learning Objectives in each section: p. 218 p. 222 p. 230 p. 233 Read the text and study all figures and visuals. Answer any questions.

Analyze key features:

Environmental InSight, p. 227, p. 231, p. 235 EnviroDiscovery, p. 232 What a Scientist Sees, p. 221 Process Diagram, p. 219, p. 224 Case Study, p. 237 Stop: Answer the Concept Checks before you go on: p. 221 p. 229 p. 232 p. 236

End of Chapter:

Review the Summary and Key Terms. Answer What is happening in this picture? Answer the Critical and Creative Thinking Questions.

CCHHAAPTTInttrooduct

TThhe AtmmSoolaPrecWh

GGGllGG obbal CCCaauEfffeEnnvCliimDeeaannd

OOzOzzzOOO oone DDCaauEfffeEnnvHeelpEnnvannd

AAAcAccAcciidd DeepHoowEfffeThheFacEnnvCaasCliim

CCHHHAPPT

StudyScaan p. 221

ReaadAnssw

AAnnaalyzee

EnvvirEnvvirWhatProceCasse Stop:p. 222

EEnddd of C

RevvieAnsswAnssw

Narratives are featured alongside striking photographs.

Chapter outlines anticipate the content.

The Chapter Planner gives students a path through the learning aids in the chapter. Throughout the chapter, The Planner icon prompts students to use the learning aids and to set priorities as they study.

fpref.indd viifpref.indd vii 8/7/10 3:43:10 PM8/7/10 3:43:10 PM

viii Preface

Wiley Visualizing media guides students through the chapterThe content of Wiley Visualizing in WileyPLUS gives students a variety of approachesvisuals, words, illustrations, interac-tions, and assessmentsthat work together to provide stu-dents with a guided path through the content. But this path isnt static: It can be personalized, customized, and extended to suit individual needs, and so it offers students flexibility as to how they want to study and learn the content.

What a Scientist Sees highlights a concept or phenomenon that would stand out to a professional in the eld. Photos and gures are used to compare how a nonscientist and a scientist see the issues and students apply their observational skills to answer questions.

Learning Objectives at the start of each section indicate in behavioral terms the concepts that students are expected to master while reading the section.

Every content resource is related to a specific learning objective so that

students will easily discover relevant content organized in a more meaningful way.

purchasinof the wopoverty. Pilliteracy,water, an

The of the 2that are Populatioin the fe2.6 childrto contin experts h populatio7.7 billio

r ytilitref No o

people inone of th

k b

1. Distinguish among highly developed countries, moderately developed countries, and less developed countries.

2. Relate human population size to natural resources and resource consumption.

3. Distinguish between people overpopulation and consumption overpopulation.

4. Describe the three factors that are most important in determining human impact on the environment.

The satellite photograph in Figure 1.1a is a portrait of about 450 million people. The tiny specks of light represent cities, and the great metropolitan areas, such as New

York City along the northeastern seacoast, are ablaze with light.

Earths central environmental problem, which links all others together, is that there are many people, and

Human Impacts on the EnvirLEARNING OBJECTIVES

PR

OC

ESS D

IAG

RA

M

The carbon cycle Figure 5.8

Air (CO2)

Photosynthesisby land plants

DissolvedCO2 in water

Burial andcompactionto form rock(limestone)

Erosion oflimestone

Chemicalcompounds in

living organisms

Oil

Natural gasCoal

SoilPartly

decomposedplant remains

(ancient trees)

Remains ofancient

unicellularmarine organisms

Combustion ofcoal, oil, naturalgas, and wood

Decomposition(involves

respiration)Soil

microorganismrespiration

Animal andplant respiration

Coal

Carbon incorporated into shells of marine

organisms

The movement of carbon between the abiotic environment (the atmosphere and ocean) and living organisms is known as the carbon cycle. Because proteins, carbohydrates, and other living molecules contain carbon, the process is essential to life.

THE PLANNER

How would removing a large forest affect the carbon cycle? What would be the additional effects if the wood from those trees were used as fuel?

T h i n k C r i t i c a l l y

Interactivity

Interactive Process Diagrams provide additional visual examples and descriptive narration of a difficult

concept, process, or theory, allowing the students to interact and engage with the content. Many of these diagrams are built around a specific feature such as a Process Diagram. Look for them in WileyPLUS when you see this icon

Animation.

Process Diagrams provide in-depth coverage of processes correlated with clear, step-by-step narrative, enabling students to grasp important topics with less effort.

Think Critically questions let students analyze the material and develop insights into essential concepts.

Wptna

Human Impacts on the Ocean 287

WHAT A SCIENTIST SEESOcean Warming and Coral Bleaching

b. This 19202009 time series of annual global mean temperature changes of the ocean surface indicates that the ocean has warmed, particularly during the past 25 years. Most warming has occurred in shallow waters where corals live. Mean temperature anomaly data relative to 19012000.

1920 1940 1960Year

1980 2000 2009

Mea

n te

mpe

ratu

re c

hang

e (C

)

0.3

0.6

0.0

0.3

0.6a. Bleached coral off the coast of Panama. Scientists have linked coral bleaching to ocean warming. Warmer than usual temperatures stress the coral animals, causing them to lose their zooxanthellae. Without their algae, the corals cant get enough food, and they die.

I n t e r p r e t i n g D a t aIf this warming trend continues, what will the mean temperature change be by 2050?

Video

Interpreting Data questions help students evaluate graphs, gures, and data sets.

Environmental InSight features are multipart visual sections that focus on a key concept or topic in the chapter, exploring it in detail or in broader context using a combination of photos, gures, and data.

THE PLANNEREnvironmental InSight The effects of global climate change Figure 9.11

a. Warmer temperatures in Antarctica threaten the Adlie penguins food supply and reduce its reproductive success.

1995

2100

Notcorrosive

Acid

levels

c. Ocean warming and acidification stress corals, causing them to become bleached. Photographed near the Maldives in the Indian Ocean.

b. A coqui tree frog in Puerto Rico. These once-ubiquitous little frogs have become rarer, an indirect casualty of climate change.

How might plants and animals where you live be affected by a 2C increase in the lowest winter tem-perature each year? The same increase in the high-est summer temperature?

GLOBAL

L O C A L

Global-Local questions help students apply environmental conditions in distant locations to the places where they live.

fpref.indd viiifpref.indd viii 8/7/10 3:43:21 PM8/7/10 3:43:21 PM

Preface ix

8 CHAPTER 1 The Environmental Challenges We Face

EnviroDiscoveryGreen Roofs

A roof that is completely or partially covered with vegetation and soil is known as a green roof. Also called eco-roofs, green roofs can provide several environmental benefits. For one thing, the plants and soil are effective insulators, reducing heating costs in winter and cooling costs in summer. The rooftop mini-ecosystem filters pollutants out of rainwater and reduces the amount of stormwater draining into sewers. In urban areas, green roofs provide wildlife habitat, even on the tops of tall buildings. A city with multiple green roofs provides stepping stones of habitat that enable migrating birds and insects to pass unharmed through the city. Green roofs can also be used to grow vegetable and fruit crops and to provide an outdoor refuge for people living or working in the building. Green roofs

allow urban systems to more closely resemble the natural systems they have replaced.

Green roofs may be added to existing buildings, but it is often easier and less expensive to install them in new buildings. Modern green roofs, which are designed to support the additional weight of soil and plants, consist of several layers that hold the soil in place, stop plant roots from growing through the rooftop, and drain excess water, thereby preventing leaks. Currently, Chicago, Illinois, is the U.S. city with the largest total area of green roofs (see photograph). One of the largest individual green roofs in the United States is on the Ford Motor Companys Plant in Dearborn, Michigan.

Green roof

City Hall is one of many buildings in Chicago with a living green roof.

EnviroDiscovery is an essay that explores an area or topic of relevance. Students synthesize the material for greater understanding.

Driven by instructor feedback on the most important topics for students to understand about environmental science,

Environmental Science Basics provides a suite of animated concepts and tutorials to give students a solid grounding in the key basic environmental concepts. Concepts ranging from global climate change to sustainable agriculture are presented across 21 modules in easy-to-understand language.

8 CHAPTER 1 The Environmental Challenges

roofs can provide several environmental benefits. For othe plants and soil are effective insulators, reducing hecosts in winter and cooling costs in summer. The rooftoecosystem filters pollutants out of rainwater and reducamount of stormwater draining into sewers. In urban agreen roofs provide wildlife habitat, even on the tops obuildings. A city with multiple green roofs provides stestones of habitat that enable migrating birds and insepass unharmed through the city. Green roofs can also bto grow vegetable and fruit crops and to provide an ourefuge for people living or working in the building. Gree

b f db k h

Global Locator Maps, prepared speci cally for this book by the National Geographic Society cartographers, help students visualize where the area depicted in the photo is situated on Earth.

1976 2008

Aral Sea Figure 10.10

The satellite images show the Aral Sea in 1976 and 2008. As water was diverted for irrigation, the sea level subsided.

Global Locator

How do water resource conflicts associated with the Aral Sea compare to those involving the Colorado River

GLOBAL

L O C A L

Basin? to water resource issues in your state or region?

Students analyze and engage in global and local issues with National Geographic maps. They master the location of the issues through critical thinking questions. There are 46 National Geographic maps in Visualizing Environmental Science 3e and its ancillaries.

w

tt

S

At the end of each learning objective module, students can assess their progress with independent practice opportunities and quizzes. This feature gives them the

ability to gauge their comprehension and grasp of the material. Practice tests and quizzes help students self-monitor and prepare for graded course assessments

in achieving sustainability in population size and consumption will require the cooperation of all the worlds peoples.

1. How do highly developed countries, moderately developed countries, and less developed countries differ regarding population growth and per person incomes?

2. How is human population growth related to natural resource depletion and environmental degradation?

3. What is the difference between people overpopulation and consumption overpopulation?

4. According to the IPAT equation, what three factors are most important in determining environmental impact?

what we on and its

kinds of mpact on e respon-on? How

nmentally ress such ion mak- policies environ-

al should t human-he ability riches of

consump-s impact . Success

Concept Check questions at the end of each section allow students to test their comprehension of the learning objectives.

Students think critically and solve the problems of real-life situations with a rich collection of videos from a variety of sources, including 50 National Geographic videos from their award-winning collection. Each video is linked to the text, and questions allow students to solve problems online. Videos are also available as lecture launcher PowerPoint presentations designed for in-class viewing and can be easily integrated into existing presentations.

Video

fpref.indd ixfpref.indd ix 8/7/10 3:43:32 PM8/7/10 3:43:32 PM

x Preface

Student understanding is assessed at different levelsWiley Visualizing with WileyPLUS offers students lots of practice material for assessing their understanding of each study objective. Students know exactly what they are getting out of each study session through immediate feedback and coaching.

As the city has grown, new development has taken place on wetlandsbayous, waterways, and marshesthat were drained and filled in. Before their destruction, these coastal wetlands provided some protection against flooding from stormsurges. We are not implying that had Louisianas wetlands beenintact, New Orleans would not have suffered any damage from hurricane of Katrinas magnitude. However, had these wetlandsbeen largely unaltered, they would have moderated the stormsdamage by absorbing much of the water from the storm surge.

Another reason that Katrina devastated New Orleans is thathe city has been subsiding (sinking) for many years, primarily because New Orleans is built on unconsolidated sediment (no bedrock underneath). Many wetlands scientists also attribute this subsidence to the extraction of the areas rich supply of underground natural resourcesgroundwater, oil, and natural gas. As these resources are removed, the land compacts, lowering the city. New Orleans and nearby coastal areas are subsiding an average of 6 mm each year (see image). At the same time, the sea level has been rising an average of 1 mm to 2.5 mm per year due to human-induced changes in climate.

The New Orleans DisasterHurricane Katrina, which hit the north-central Gulf Coast in August 2005, was one of the most devastating storms in U.S. history. It produced a storm surge that caused severe damage to New Orleans as well as to other coastal cities and towns in the region. The high waters caused levees and canals to fail, flooding 80 percent of New Orleans and many nearby neighborhoods.

Most people are aware of the catastrophic loss of life and property caused by Katrina. Here we focus on how humans altered the geography and geology of the New Orleans area in ways that exacerbated the storm damage.

Over the years, engineers constructed a system of canals to aid navigation and a system of levees to control flooding because the city is at or below sea level. The canals allowed salt water to intrude and kill the freshwater marsh vegetation. The levees prevented the deposition of sediments that remain behind after floodwaters subside (The sediments are now deposited in the Gulf of Mexico.) Under natural conditions, these sediments replenish and maintain the delta, building up coastal wetlands.

Satellite image of flooding in New Orleans following Hurricane Katrina

Along the left (west) side is a levee from Lake Ponchartrain (top) that failed so that water inundated the New Orleans area east of the levee. Areas on the far left top remained dry. Part of the Mississippi River is shown at lower center.

CASE STUDY THE PLANNE

Global Locator

Video

Case Studies use a critical thinking approach to walk students through the particular characteristics de ning a real-life environmental challenge. The case studies present a problem, and in some cases describe attempted solutions. Students then explore the information necessary to appreciate the signi cance of the featured example.

Students can explore module topics further with customizable question sets that put the learning path in the hands

of the instructor and student, promoting greater retention. The WileyPLUS Gradebook provides instant access to reports on trends in class performance, student use of course materials, and progress toward learning objectives, helping to inform decisions and to drive classroom discussions. Class section results can also be seen in graph form, making it easy to see how an individual is progressing in comparison to the rest of the class section. Students can also see their own progress instantly for each assignment listed according to the built-in calendar.

Students go to 9 different places around the world on all new Virtual Field Trips

and gain a better understanding of the environment and our impact on it. Through these video-based field trips students gain virtual on-the-ground experience using their WileyPLUS course.

11. How could you test the hypothesis you proposed in question 10? What type of evidence might you produce?

12. Which biome discussed in this chapter is depicted by the information in the graph below? Explain your answer.

10. Although most salamanders have four legs, the aquatic salamander shown below resembles an eel. It lacks hind limbs and has very tiny forelimbs. Propose a hypothesis to explain how these salamanders evolved according to Darwins theory of natural selection.

Critical and Creative Thinking Questions 1. What two climate factors are most important in determining

an areas characteristic biome?

2. In which biome do you live? Where would you place your biome in the figure below? How would that compare with your placement of the biome in northern Siberia or the biome dominating northern Africa and Saudi Arabia?

3. What environmental factors are most important in determining the kinds of organisms found in aquatic environments?

4. Distinguish between freshwater wetlands and estuaries and between flowing-water and standing-water ecosystems.

5. Name and compare temperate and tropical estuaries. What types of plants are characteristic of each?

6. During the mating season, male giraffes slam their necks together in fighting bouts to determine which male is stronger and can therefore mate with females. Explain how the long necks of giraffes may have evolved, using Darwins theory of evolution by natural selection.

7. Explain why evolution, by definition, cannot take place within one individual and during that individuals life span.

8. Describe the process and stages of ecological succession.

9. Which type of ecological succession might occur in a forest where a stand of trees has been cleared? Explain your choice by comparing primary and secondary succession.

Decreasing precipitation

Arctic

Increasing latitudeTropics

DryWet

Decre

asing

temp

eratur

e

Cold

Hot

Average annual

precipitation

Average annual

temperature

Level of soil

minerals

Low

Medium

High

GLOBAL

L O C A L

Critical and Creative Thinking Questions challenge students to think more broadly about chapter concepts. The level of these questions ranges from simple to advanced; they encourage students to think critically and develop an analytical understanding of the ideas discussed in the chapter.The Summary

revisits each learning objective, with relevant accompanying images taken from the chapter; these visual clues reinforce important elements.

stronger and can therefore mate with femalvolvedon.

cannotuals lif

cologic

might ored? Ex

succe

4 Environmental Economics 621. Economics is the study of how people use their limited

resources to try to satisfy their unlimited wants. Economies depend on the natural environment as sources for raw materials and sinks for waste products. Both sources and sinks contribute to natural capital, which is Earths resources and processes that sustain living organisms, including humans. Natural capital includes minerals, forests, soils, water, clean air, wildlife, and fisheries.

Key Termsbiocentric preservationist 53 command and control regulation 67 costbenefit diagram 66 external cost 65 full cost accounting 60

incentive-based regulation 67 marginal cost of pollution 65 marginal cost of pollution abatement 66

national income accounts 62

natural capital 62 optimum amount of pollution 67 utilitarian conservationist 52

2. National income accounts are measures of the total income of a nations goods and services for a given year. An external cost is a harmful environmental or social cost that is borne by people not directly involved in buying or selling a product. National income accounts are incomplete estimates of national economic performance because they do not include both natural resource depletion and the environmental costs of economic activities. Many economists, government planners, and scientists support more comprehensive income accounting that includes these estimates.

3. From an economic point of view, the appropriate amount of pollution is a trade-off between harm to the environment and inhibition of development. The marginal cost of pollution is the added cost of an additional unit of pollution. The marginal cost of pollution abatement is the added cost of reducing one unit of a given type of pollution. Economists think the use of resources for pollution abatement should increase only until the cost of abatement equals the cost of the pollution damage. This results in the optimum amount of pollutionthe amount of pollution that is economically most desirable.

4. Incentive-based regulations take advantage of economic markets to reduce environmental damage. Environmental taxes require polluters to pay an amount equal to the harm they cause. Tradable permit systems limit the total amount of a pollutant that can be released, allowing people to buy and sell rights to emit and reduce emissions as inexpensively as possible.

What is happening in this picture? presents an uncaptioned photograph that is relevant to a chapter topic and illustrates a situation students are not likely to have encountered previously. The photograph is paired with questions that ask the students to describe and explain what they can observe in the photo based on what they have learned.

aeTse

ulation 67

lution 65

lution

natural capital 62optimum amount of pollution 67utilitarian conservationist 52

214 CHAPTER 8 Air and Air Pollution

Coriolis effect 195dust dome 205

secondary air pollutants 196sick building syndrome 209

What is happening in this picture?

This Nepalese woman is preparing a meal inside a poorly ventilated room. Cooking meals can take up many hours each day. In this picture, where is the smoke most dense? What does this imply for the health of women, who do much of the cooking in developing countries?

Young children in developing countries tend to spend much of their time with their mothers; in fact, an infant may be strapped to the mother while she cooks. Explain what sorts of health effects you might expect these children to suffer as a result.

Global Locator

NEPAL

fpref.indd xfpref.indd x 8/7/10 3:43:48 PM8/7/10 3:43:48 PM

Preface xi

We begin Visualizing Environmental Science 3e with an intro-duction of the environmental dilemmas we face in our world today, emphasizing particularly how unchecked population growth and economic inequity complicate our ability to solve these problems. We stress that solutions rest in creativity and diligence at all levels, from individual commitment to interna-tional cooperation. Indeed, a key theme integrated throughout the third edition is the local to global scales of environmen-tal science. We offer concrete suggestions that students can adopt to make their own difference in solving environmental problems, and we explain the complications that arise when solutions are tackled on a local, regional, national, or global scale.

Yet Visualizing Environmental Science 3e is not simply a check-list of to do items to save the planet. In the context of an en-gaging visual presentation, we offer solid discussions of such critical environmental concepts as sustainability, conservation and preservation, and risk analysis. We weave the threads of these concepts throughout our treatment of ecological princi-ples and their application to various ecosystems, the impacts of human population change, and the problems associated with our use of the worlds resources. We particularly instruct students in the importance of ecosystem services to a func-tioning world, and the threats that restrict our planets ability to provide such services.

This text is intended to provide introductory content primar-ily for nonscience undergraduate students. The accessible format of Visualizing Environmental Science 3e, coupled with our assumption that students have little prior knowledge of ecosystem ecology, allows students to easily make the transi-tion from jumping-off points in the early chapters to the more complex concepts they encounter later. With its interdisciplin-ary presentation, which mirrors the nature of environmental science itself, this book is appropriate for use in one-semester and one-quarter environmental science courses offered by a variety of departments, including environmental studies and sciences, biology, ecology, agriculture, earth sciences, and geography.

Visualizing Environmental Science 3e is organized around the premise that humans are inextricably linked to the worlds en-vironmental dilemmas. We must address these issues as we use Earths resources and seek to avoid future disasters so often predicted in the media.

What is the organization of this book?Chapters 1 through 4 establish the groundwork for under- standing the environmental issues we face, how environ-mental sustainability and human values play a critical role in addressing these issues, how the environmental move-ment developed over time and was shaped by economics, and how environmental threats from many sources create health hazards that must be evaluated.

Chapters 5, 6, and 7 present the intricacies of ecological concepts in a human-dominated world, including energy flow and the cycling of matter through ecosystems, and the various ways that species interact and divide resources. Gaining familiarity with these concepts allows students to better appreciate the variety of terrestrial and aquatic ecosystems that we then introduce, and to develop a richer understanding of the implications of human population change for the environment.

The remaining 11 chapters deal with the worlds resources as we use them today and as we assess their availability and impacts for the future. These issues cover a broad spectrum, including the sources and effects of air pollu-tion, climate and global atmospheric change, freshwater resources, causes and effects of water pollution, the ocean and fisheries, mineral and soil resources, land resources, agriculture and food resources, biological resources, solid and hazardous waste, and nonrenewable and renewable energy resources. Recognizing the importance of the global ocean to environmental issues, we are particularly pleased to dedicate an entire chapter to a discussion of ocean pro-cesses and resources..

New to this editionThis edition of Visualizing Environmental Science welcomes a new author, Dr. David M. Hassenzahl. Dr. Hassenzahl is an internationally recognized expert on sustainability and risk analysis whose research focuses on how science, experts, and uncertainty impact environmental decision making. His research and practice in teaching and learning for higher edu-cation include numerous publications, grants, and awards, and he has spoken on risk and climate change education on three continents. His extensive knowledge of energy, climate change, policy, and human health brings additional depth and insight to an already strong author team.

fpref.indd xifpref.indd xi 8/7/10 3:43:58 PM8/7/10 3:43:58 PM

xii Preface

Also availableEnvironmental Science: Active Learning Laboratories and Applied Problem Sets, 2e by Travis Wagner and Robert Sanford, both of the University of Southern Maine, is designed to introduce environmental science students to the broad, interdisciplinary field of environmental science. It presents specific labs that use natural and social science concepts and encourages a hands-on approach to evaluating the impacts from the environmental/human interface. The laboratory and homework activities are designed to be low cost and to reflect a sustainable approach in both practice and theory. Environ-mental Science: Active Learning Laboratories and Applied Problem Sets, 2e is available as a stand-alone or in a package with Visualizing Environmental Science 3e. Contact your Wiley representative for more information.

Earth Pulse. Utilizing full-color imagery and National Geo-graphic photographs, EarthPulse takes you on a journey of discovery covering topics such as The Human Condition, Our Relationship with Nature, and Our Connected World. Illus-trated by specific examples, each section focuses on trends affecting our world today. Included are extensive full-color world and regional maps for reference. EarthPulse is available only in a package with Visualizing Environmental Science 3e. Contact your Wiley representative for more information or visit www.wiley.com/college/earthpulse.

Several features and topics are new to this third edition. To actively engage students with the content, three types of questions have been paired with graphics and images throughout the book. Think Critically questions encourage students to develop insights into essential ideas. Global- Local questions relate environmental conditions in distant lo-cations to the places where students live. Interpreting Data questions develop students skills as they negotiate graphs, figures, and data sets. A few examples of new material in this edition include:

A new EnviroDiscovery on an emerging urban feature: Green Roofs

A chapter opener on drought in Australia

Case studies on the environmental impacts of Chinas Three Gorges Dam and Loess Plateau

A Process Diagram explaining and providing examples of Environmental Impact Analyses

Finally, recognizing the educational value of integrating text with graphics and imagery, we have greatly increased the number and quality of process diagrams and have care-fully revised our art program, layout, and design to provide students with a visually stunning image-based learning experience.

fpref.indd xiifpref.indd xii 8/7/10 3:43:58 PM8/7/10 3:43:58 PM

Preface xiii

How does Wiley Visualizing support instructors?

Wiley Visualizing Site The Wiley Visualizing site hosts a wealth of information for instructors using Wiley Visualiz-ing, including ways to maximize the visual approach in the classroom and a white paper titled How Visuals Can Help Students Learn, by Matt Leavitt, instructional design consultant. You can also find information about our relationship with the National Geographic Society and other texts published in our program. Visit Wiley Visualizing at www.wiley.com/college/visualizing.

Wiley Custom Select Wiley Custom Select gives you the freedom to build your course materials exactly the way you want them. Offer your students a cost-efficient alternative to traditional texts. In a simple three-step process create a solution containing the content you want, in the sequence you want, delivered how you want. Visit Wiley Custom Select at http://customselect.wiley.com.

PowerPoint Presentations (available in WileyPLUS and on the book companion site)A complete set of highly visual PowerPoint presentationsone per chapterby Barbara Nemeth Rhode, Woodland Community College, is available online and in WileyPLUS to en-hance classroom presentations. Tailored to the texts topical coverage and learning objec-tives, these presentations are designed to convey key text concepts, illustrated by embedded text art. Lecture Launcher PowerPoints also offer embedded links to videos to help introduce classroom discussions with short, engaging video clips.

Test Bank (available in WileyPLUS and on the book companion site)The visuals from the textbook are also included in the Test Bank by Shamili Sandiford, Col-lege of DuPage. The Test Bank has approximately 1100 test items, with at least 25 percent of them incorporating visuals from the book. The test items include multiple-choice and essay questions testing a variety of comprehension levels. The test bank is available on-line in MS Word files, as a Computerized Test Bank, and within WileyPLUS. The easy-to-use test-generation program fully supports graphics, print tests, student answer sheets, and answer keys. The softwares advanced features allow you to produce an exam to your ex-act specifications.

fpref.indd xiiifpref.indd xiii 8/7/10 3:44:02 PM8/7/10 3:44:02 PM

xiv Preface

Instructors Manual (available in WileyPLUS and on the book companion site)The Instructors Manual includes over 50 creative ideas for in-class activities by co-author David M. Hassenzahl of the Chatham University and Jody Terrell of Texas Womans Univer-sity. It also includes answers to Critical and Creative Thinking questions and Concept Check questions.

Guidance is also provided on how to maximize the effectiveness of visuals in the classroom.

1. Use visuals during class discussions or presentations. Point out important information as the students look at the visuals, to help them integrate separate visual and verbal mental models.

2. Use visuals for assignments and to assess learning. For example, learners could be asked to identify samples of concepts portrayed in visuals.

3. Use visuals to encourage group activities. Students can study together, make sense of, discuss, hypothesize, or make decisions about the content. Students can work together to interpret and describe the diagram, or use the diagram to solve problems, conduct related research, or work through a case study activity.

4. Use visuals during reviews. Students can review key vocabulary, concepts, principles, processes, and relationships displayed visually. This recall helps link prior knowledge to new information in working memory, building integrated mental models.

5. Use visuals for assignments and to assess learning. For example, learners could be asked to identify samples of concepts portrayed in visuals.

6. Use visuals to apply facts or concepts to realistic situations or examples. For example, a familiar photograph, such as Earth from space, can illustrate key information about the thinness of the atmosphere and the distribution of land and water across the planet.

Image GalleryAll photographs, figures, maps, and other visuals from the text are online and in WileyPLUS and can be used as you wish in the classroom. These online electronic files allow you to eas-ily incorporate images into your PowerPoint presentations as you choose, or to create your own handouts.

Wiley Faculty Network The Wiley Faculty Network (WFN) is a global community of faculty, connected by a passion for teaching and a drive to learn, share, and collaborate. Their mission is to promote the ef-fective use of technology and enrich the teaching experience. Connect with the Wiley Faculty Network to collaborate with your colleagues, find a mentor, attend virtual and live events, and view a wealth of resources all designed to help you grow as an educator. Visit the Wiley Faculty Network at www.wherefacultyconnect.com.

fpref.indd xivfpref.indd xiv 8/7/10 3:44:03 PM8/7/10 3:44:03 PM

Preface xv

How has Wiley Visualizing been shaped by contributors?Wiley Visualizing and the Wiley PLUS learning environment would not have come about with-out lots of people, each of whom played a part in sharing their research and contributing to this new approach. First and foremost, we begin with NGS.

National Geographic SocietyVisualizing Environmental Science 3e offers an array of remarkable photographs, maps, il-lustrations, multimedia, and film from the National Geographic Society collections. Students using the book benefit from the rich, fascinating resources of National Geographic.

National Geographic School Publishing performed an invaluable service in fact-checking Visualizing Environmental Science 3e They have verified every fact in the book with two outside sources, to ensure that the text is accurate and up-to-date. This kind of fact-checking is rare in textbooks and unheard-of in most online media.

National Geographic Image Collection provided access to National Geographics award-winning image and illustrations collection to identify the most appropriate and effective images and illustrations to accompany the content. Each image and illustration has been chosen to be instructive, supporting the processes of selecting, organizing, and integrating information, rather than being merely decorative.

National Geographic Digital Media TV enabled the use of National Geographic vid-eos to accompany Visualizing Environmental Science 3e and enrich the text. Available for each chapter are video clips that illustrate and expand on a concept or topic to aid student understanding.

National Geographic Maps Group provided access to National Geographics extensive map collection, or their team of cartographers designed new maps for the text.

Academic Research ConsultantsRichard Mayer, Professor of Psychology, UC Santa Barbara. Mayers Cognitive Theory of Multimedia Learning provided the basis on which we designed our program. He continues to provide guidance to our author and editorial teams on how to develop and implement strong, pedagogically effective visuals and use them in the classroom.

Jan L. Plass, Professor of Educational Communication and Technology in the Steinhardt School of Culture, Education, and Human Development at New York University. Plass co-directs the NYU Games for Learning Institute and is the founding director of the CREATE Consortium for Research and Evaluation of Advanced Technology in Education.

Matthew Leavitt, Instructional Design Consultant, advises the Visualizing team on the ef-fective design and use of visuals in instruction and has made virtual and live presentations to university faculty around the country regarding effective design and use of instructional visuals.

fpref.indd xvfpref.indd xv 8/7/10 3:44:03 PM8/7/10 3:44:03 PM

xvi Preface

Independent Research Studies SEG Research, an independent research and assessment firm, conducted a national, multi-site effectiveness study of students enrolled in entry-level college Psychology and Geology courses. The study was designed to evaluate the effectiveness of Wiley Visualizing. You can view the full research paper at www.wiley.com/college/visualizing/huffman/efficacy.html

Instructor and Student ContributionsThroughout the process of developing the concept of guided visual pedagogy for Wileys Vi-sualizing, we benefited from the comments and constructive criticism provided by the in-structors and colleagues listed below. We offer our sincere appreciation to these individuals for their helpful reviews and general feedback:

James Abbott, Temple UniversityMelissa Acevedo, Westchester Community CollegeShiva Achet, Roosevelt UniversityDenise Addorisio, Westchester Community CollegeDave Alan, University of PhoenixSue Allen-Long, Indiana University PurdueRobert Amey, Bridgewater State CollegeNancy Bain, Ohio UniversityCorinne Balducci, Westchester Community CollegeSteve Barnhart, Middlesex County Community CollegeStefan Becker, University of WashingtonOshkoshCallan Bentley, Northern Virginia Community CollegeValerie Bergeron, Delaware Technical & Community CollegeAndrew Berns, Milwaukee Area Technical CollegeGregory Bishop, Orange Coast CollegeRebecca Boger, Brooklyn CollegeScott Brame, Clemson UniversityJoan Brandt, Central Piedmont Community College Richard Brinn, Florida International UniversityJim Bruno, University of PhoenixWilliam Chamberlin, Fullerton CollegeOiyin Pauline Chow, Harrisburg Area Community CollegeLaurie Corey, Westchester Community CollegeOzeas Costas, Ohio State University at MansfieldChristopher Di Leonardo, Foothill CollegeDani Ducharme, Waubonsee Community CollegeMark Eastman, Diablo Valley CollegeBen Elman, Baruch CollegeStaussa Ervin, Tarrant County CollegeMichael Farabee, Estrella Mountain Community CollegeLaurie Flaherty, Eastern Washington UniversitySusan Fuhr, Maryville CollegePeter Galvin, Indiana University at SoutheastAndrew Getzfeld, New Jersey City UniversityJanet Gingold, Prince Georges Community CollegeDonald Glassman, Des Moines Area Community College

Richard Goode, Porterville CollegePeggy Green, Broward Community CollegeStelian Grigoras, Northwood UniversityPaul Grogger, University of ColoradoMichael Hackett, Westchester Community CollegeDuane Hampton, Western Michigan UniversityThomas Hancock, Eastern Washington UniversityGregory Harris, Polk State CollegeJohn Haworth, Chattanooga State Technical Community CollegeJames Hayes-Bohanan, Bridgewater State CollegePeter Ingmire, San Francisco State UniversityMark Jackson, Central Connecticut State UniversityHeather Jennings, Mercer County Community CollegeEric Jerde, Morehead State UniversityJennifer Johnson, Ferris State UniversityRichard Kandus, Mt. San Jacinto College DistrictChristopher Kent, Spokane Community CollegeGerald Ketterling, North Dakota State UniversityLynnel Kiely, Harold Washington CollegeEryn Klosko, Westchester Community CollegeCary T. Komoto, University of WisconsinBarron CountyJohn Kupfer, University of South CarolinaNicole Lafleur, University of PhoenixArthur Lee, Roane State Community CollegeMary Lynam, Margrove CollegeHeidi Marcum, Baylor UniversityBeth Marshall, Washington State UniversityDr. Theresa Martin, Eastern Washington UniversityCharles Mason, Morehead State UniversitySusan Massey, Art Institute of PhiladelphiaLinda McCollum, Eastern Washington UniversityMary L. Meiners, San Diego Miramar CollegeShawn Mikulay, Elgin Community CollegeCassandra Moe, Century Community CollegeLynn Hanson Mooney, Art Institute of CharlotteKristy Moreno, University of Phoenix

Reviewers, Focus Group Participants, and Survey Respondents

fpref.indd xvifpref.indd xvi 8/7/10 3:44:03 PM8/7/10 3:44:03 PM

Preface xvii

Lucy DiAroscia, Westchester Community CollegeEstelle Rizzin, Westchester Community CollegeEric Torres, Westchester Community CollegePia Chawla, Westchester Community CollegeMichael Maczuga, Westchester Community CollegeJoshua Watson, Eastern Washington UniversityKarl Beall, Eastern Washington UniversityPatty Hosner, Eastern Washington UniversityBrenden Hayden, Eastern Washington University

Tonya Karunartue, Eastern Washington UniversityLindsey Harris, Eastern Washington UniversityJessica Bryant, Eastern Washington UniversityMelissa Michael, Eastern Washington UniversityChannel DeWitt, Eastern Washington UniversityAndrew Rowley, Eastern Washington UniversitySydney Lindgren, Eastern Washington UniversityHeather Gregg, Eastern Washington University

Student Participants

Brad C. Fiero, Pima Community CollegeMichael Freake, Lee UniversityJennifer Frick-Ruppert, Brevard CollegeTodd G. Fritch, Northeastern UniversityMarcia L. Gillette, Indiana University, KokomoArthur Goldsmith, Hallandale HighCliff Gottlieb, Shasta CollegePeggy Green, Broward Community CollegeStelian Grigoras, Northwood UniversitySyed E. Hasan, University of MissouriKansas CityCarol Hoban, Kennesaw State UniversityGuang Jin, Illinois State UniversityDawn Keller, Hawkeye Community CollegeMartin Kelly, Genesee Community CollegeDavid Kitchen, University of Richmond

Reviewers of Previous Editions

Jennifer Andersen, Johnson County Community CollegeMark Anderson, University of MaineNancy Bain, Ohio UniversityRaymond Beiersdorfer, Youngstown State UniversityCheryl Berg, Gateway Community College, PhoenixRichard Bowden, Allegheny CollegeScott Brame, Clemson UniversityJames A. Brenneman, University of EvansvilleHuntting W. Brown, Wright State UniversityStephan Bullard, University of HartfordOiyin Pauline Chow, Harrisburg Area Community CollegeMichael S. Dann, Penn State UniversityR. Laurence Davis, Northeastern Cave Conservancy, Inc.JodyLee Estrada Duek, Pima Community CollegeCatherine M. Etter, Cape Cod Community College

Jacob Napieralski, University of MichiganDearbornGisele Nasar, Brevard Community College, Cocoa CampusDaria Nikitina, West Chester UniversityRobin OQuinn, Eastern Washington UniversityRichard Orndorff, Eastern Washington UniversitySharen Orndorff, Eastern Washington UniversityClair Ossian, Tarrant County CollegeDebra Parish, North Harris Montgomery Community College DistrictLinda Peters, Holyoke Community CollegeRobin Popp, Chattanooga State Technical Community CollegeMichael Priano, Westchester Community CollegeAlan Paul Price, University of WisconsinWashington CountyMax Reams, Olivet Nazarene UniversityMary Celeste Reese, Mississippi State UniversityBruce Rengers, Metropolitan State College of DenverGuillermo Rocha, Brooklyn CollegePenny Sadler, College of William and MaryShamili Sandiford, College of DuPageThomas Sasek, University of Louisiana at MonroeDonna Seagle, Chattanooga State Technical Community CollegeDiane Shakes, College of William and MaryJennie Silva, Louisiana State UniversityMichael Siola, Chicago State UniversityMorgan Slusher, Community College of Baltimore County

Julia Smith, Eastern Washington UniversityDarlene Smucny, University of Maryland University CollegeJeff Snyder, Bowling Green State UniversityAlice Stefaniak, St. Xavier UniversityAlicia Steinhardt, Hartnell Community CollegeKurt Stellwagen, Eastern Washington UniversityCharlotte Stromfors, University of PhoenixShane Strup, University of PhoenixDonald Thieme, Georgia Perimeter CollegePamela Thinesen, Century Community CollegeChad Thompson, SUNY Westchester Community CollegeLensyl Urbano, University of MemphisGopal Venugopal, Roosevelt UniversityDaniel Vogt, University of WashingtonCollege of Forest ResourcesDr. Laura J. Vosejpka, Northwood UniversityBrenda L. Walker, Kirkwood Community CollegeStephen Wareham, Cal State Fullerton Fred William Whitford, Montana State UniversityKatie Wiedman, University of St. FrancisHarry Williams, University of North TexasEmily Williamson, Mississippi State UniversityBridget Wyatt, San Francisco State UniversityVan Youngman, Art Institute of PhiladelphiaAlexander Zemcov, Westchester Community College

fpref.indd xviifpref.indd xvii 8/7/10 3:44:03 PM8/7/10 3:44:03 PM

xviii Preface

Students and Class Testers

To make certain that Visualizing Environmental Science 3e met the needs of current students, we asked several instructors to class-test a chapter. The feedback that we received from stu-dents and instructors confirmed our belief that the visualizing approach taken in this book is highly effective in helping students to learn. We wish to thank the following instructors and their students who provided us with helpful feedback and suggestions:

Hernan Aubert, Pima Community College; Keith Hench, Kirkwood Community College;Dawn Keller, Hawkeye Community College; Dale Lambert, Tarrant CommunityCollege; Janice Padula, Clinton College; and Ashok Malik, Evergreen Valley College.

Paul Kramer, Farmingdale State CollegeMeredith Gooding Lassiter, Wiona State UniversityErnesto Lasso de la Vega, Edison CollegeMadelyn E. Logan, North Shore Community CollegeLinda Lyon, Frostburg State UniversityTimothy F. Lyon, Ball State UniversityRobert S. Mahoney, Johnson & Wales University at FloridaHeidi Marcum, Baylor UniversityMatthew H. McConeghy, Johnson & Wales UniversityRick McDaniel, Henderson State UniversityBrian Mooney, Johnson & Wales University at North CarolinaJacob Napieralski, University of Michigan, DearbornRenee Nerish, Mercer County Community College Leslie Nesbitt, Niagara UniversityKen Nolte, Shasta CollegeNatalie Osterhoudt, Broward Community CollegeBarry Perlmutter, Community College of Southern NevadaNeal Phillip, Bronx Community CollegeThomas E. Pliske, Florida International UniversityKatherine Prater, Texas Wesleyan UniversityUma Ramakrishnan, Juniata CollegeSabine Rech, San Jose State University

Shamili A. Sandiford, College of DuPageThomas Sasek, University of Louisiana at MonroeHowie Scher, University of RochesterNan Schmidt, Pima Community CollegeRichard B. Schultz, Elmhurst CollegeRichard Shaker, University of Wisconsin, MilwaukeeCharles Shorten, West Chester UniversityJerry Skinner, Keystone CollegeRoy Sofield, Chattanooga State Technical Community CollegeBo Sosnicki, Florida Community College at JacksonvilleRavi Srinivas, University of St. ThomasDavid Steffy, Jacksonville State UniversityAndrew Suarez, University of IllinoisCharles Venuto, Brevard Community College, Cocoa CampusMargaret E. Vorndam, Colorado State University PuebloLaura J. Vosejpka, Northwood UniversityMaud M. Walsh, Louisiana State UniversityJohn F. Weishampel, University of Central FloridaKaren Wellner, Arizona State UniversityArlene Westhoven, Ferris State UniversitySusan M. Whitehead, Becker CollegeJohn Wielichowski, Milwaukee Area Technical College

Reviewers of the Third Edition

Marc Albrecht, University of NebraskaKearneyFrederick Bein, Indiana University-Purdue UniversityBart Bergquist, University of Northern IowaRalph L. Bonati, Pima Community CollegeDavid L. Bowman, De Moines Area Community CollegeRavi Chandran, DeVry UniversityReggie Cobb, Nash Community CollegeMichael L Denniston, Georgia Perimeter CollegeRobert Dill, Bergen Community CollegeDanielle M. DuCharme, Waubonsee Community CollegeKaren L Duston, San Jacinto College South Brad Fiero, Pima Community CollegeCatherine Folio, Brookdale Community CollegeStelian Grigoras, Northwood UniversityDonald Hunsaker, California State University FresnoCatherine Hurlbut, Florida State College at Jacksonville

Catherine Hurlbut, Florida State College at Jacksonville Matthew Isles, SUNY-Environmental Science and ForestryErica Kosal, North Carolina Wesleyan CollegeJohn Krolak, Georgia Perimeter CollegeDale Lambert, Tarrant County CollegeJill Malmstad, Florida State UniversityDiana Merkel, Passaic County Community College Sharon Moran, SUNY-Environmental Science and ForestryKathleen Nuckolls, University of KansasBarry Perlmutter, College of Southern NevadaShamili Ajgaonkar Sandiford, College of DuPageMichelle Pulich Stewart, Mesa Community CollegeKeith S. Summerville, Drake UniversityMike Tveten, Pima Community College Northwest Karen Wellner, Arizona State UniversityDavid Wyatt, Sacramento City College

fpref.indd xviiifpref.indd xviii 8/7/10 3:44:03 PM8/7/10 3:44:03 PM

Preface xix

Special ThanksWe are extremely grateful to the many members of the editorial and production staff at John Wiley and Sons who guided us through the challenging steps of developing this book. Their tireless enthusiasm, professional assistance, and endless patience smoothed the path as we found our way. We thank in particular Senior Editor Rachel Falk, who ex-pertly launched and directed the revision; Merillat Staat, Project Editor, for coordinating the development and revision process; Jeffrey Rucker, Executive Marketing Manager, and Kristine Ruff, Marketing Manager, for a superior marketing effort; and Jenna Paleski, Editorial Program Assistant, for her constant attention to detail. Thanks also to Linda Muri-ello, Senior Media Editor, and Daniela DiMaggio, Interactive Project Manager, for their insightful work in developing our WileyPLUS course as well as the other media components. We also thank Micheline Frederick, Production Manager, and Jeanine Furino of Furino Production for expertly helping us through the production process. Thanks to Sandra Rigby, Senior Illustration Editor, who managed our illustration program, much of which was masterfully developed by Elizabeth Morales. We thank Elle Wagner for her unflagging, always swift work in researching and obtaining many of our text images, and Stacy Gold of the National Geographic Image Collection for her valuable expertise in selecting NGS photos. We thank James OShea for the beautiful new interior design and for his constant attention to page layout, as well as Harry Nolan and Wendy Lai for our stunning new cover. Thank you to Kaye Pace, Vice President and Executive Publisher; Anne Smith, Vice President and Executive Publisher; Brian Baker, Project Editor; and Beth Tripmacher, Proj-ect Editor, for providing guidance and support to the rest of the team throughout the revision.

Many other individuals at National Geographic offered their expertise and assistance in developing this book: Francis Downey, Vice President and Publisher, and Richard Easby, Supervising Editor, National Geographic School Division; Mimi Dornack, Sales Manager, National Geographic Image Collection; Dierdre Bevington-Attardi, Project Manager, and Kevin Allen, Director of Map Services, National Geographic Maps; and Jim Burch and Michael Garrity of the Na-tional Geographic Film Library. We appreciate their contributions and support.

About the AuthorsLinda R. Berg is an award-winning teacher and textbook author. She received a B.S. in science education, an M.S. in botany, and a Ph.D. in plant physiology from the University of Maryland. Dr. Berg taught at the University of MarylandCollege Park for 17 years and at St. Petersburg College in Florida for 8 years. She has taught introductory courses in environmental science, biology, and botany to thousands of students and has received numerous teaching and service awards. Dr. Berg is also the recipient of many national and regional awards, including the National Science Teachers Association Award for Innovations in College Science Teaching, the Nations Capital Area Disabled Student Services Award, and the Washington Academy of Sciences Award in University Science Teaching. During her career as a professional science writer, Dr. Berg has authored or co-authored numerous editions of several leading college science textbooks. Her writing reflects her teaching style and love of science.

Mary Catherine Hager is a professional science writer and editor specializing in educational materials for life and earth sciences. She received a double-major B.A. in environmental science and biology from the University of Vir-ginia and an M.S. in zoology from the University of Georgia. Ms. Hager worked as an editor for an environmental consulting firm and as a senior editor for a scientific reference publisher. For the past 15 years, she has published ar-ticles in environmental trade magazines, edited federal and state reports addressing wetlands conservation issues, and written and edited components of environmental science and biology textbooks for target audiences ranging from middle school to college. Her writing and editing pursuits are a natural outcome of her scientific training and curiosity, coupled with her love of reading and effective communication.

David M. Hassenzahl is the Founding Dean of the School of Sustainability and the Environment at Chatham University. An internationally recognized scholar of sustainability and risk analysis, his research focuses on incorporating scientific infor-mation and expertise into public decision. He holds a B.A. in Environmental Science and Paleontology from the University of California at Berkeley, and a Ph.D. in Princeton Universitys Woodrow Wilson School. His efforts in climate change edu-cation have been supported by the National Science Foundation, and recognition of his work includes the Society for Risk Analysis Outstanding Educator Award and the UNLV Foundation Distinguished Teaching Award. Dr. Hassenzahl is a Senior Fellow of the National Council for Science and the Environment, and serves on the Council of the Association of Environ-mental Studies and Sciences. Prior to his academic career, Dr. Hassenzahl worked in the private sector as an environmen-tal manager, and as an inspector for the (San Francisco) Bay Area Air Quality Management District.

fpref.indd xixfpref.indd xix 8/7/10 3:44:03 PM8/7/10 3:44:03 PM

Preface v

The Environmental Challenges We Face 2

Environmental Sustainability and Human Values 26

Environmental History, Politics, and Economics 48

Risk Analysis and Environmental Health Hazards 72

How Ecosystems Work 96

Ecosystems and Evolution 126

Human Population Change and the Environment 158

Air and Air Pollution 190

Global Atmospheric Changes 216

123456789

Contents in Brief

GGGlllooobbbbaaal AAAAttttmmmooosssppphhheeerrrriiiccc CCChhhaaaannggeeesss 216

ftoc.indd Sec1:xxftoc.indd Sec1:xx 8/7/10 3:44:29 PM8/7/10 3:44:29 PM

Freshwater Resources and Water Pollution 240

The Ocean and Fisheries 270

Mineral and Soil Resources 294

Land Resources 318

Agriculture and Food Resources 346

Biological Resources 370

Solid and Hazardous Waste 394

Nonrenewable Energy Resources 416

Renewable Energy Resources 440

Glossary 465

Text, Table & Line Art Credits 469

Photo Credits 471

Index 477

101112131415161718

Glossary 465

TTeTeTeextxtxt, , TaTaTaTaTaTaaT blblbllb e ee e e ee &&&& & LiLiLiLiLLiinenenenenen A A AArtrtrtrrtrt C C CCCrererereredididididitstststs 464646646466999999

PhPhhPhhPhPPhPPhPhPhP otototototoottoooooo oo o CrCrCrCrCCrCrCrCrCrCCrCC edededededdededededededededeediitititititiiitititittits ss ssss 4747474747474 1111111

InInnnIInnIIInnInInnnInnInI dedededededededdeededeedededddeddededeed xx xxxxxx xxxxxx 474747474747474747447474774777447774474474744 777777777777777777777777

ftoc.indd Sec1:xxiftoc.indd Sec1:xxi 8/7/10 3:44:35 PM8/7/10 3:44:35 PM

xxii Contents

Contents

Environmental Sustainability and Human Values 26

Introduction: The Global Commons 26

Human Use of the Earth 28

Sustainable Consumption 28

Human Values and Environmental Problems 31

Worldviews 31

Environmental Justice 35

Environmental Justice and Ethical Issues 36

An Overall Plan for Sustainable Living 36

Recommendation 1: Eliminate Poverty and Stabilize the Human Population 38

Recommendation 2: Protect and Restore Earths Resources 39

Recommendation 3: Provide Adequate Food for All People 40

Recommendation 4: Mitigate Climate Change 41

Recommendation 5: Design Sustainable Cities 42

Case Study: The Loess Plateau in China 44

2

Preface v

The Environmental Challenges We Face 2

Introduction: A World in Crisis 2

Human Impacts on the Environment 4

The Gap Between Rich and Poor Countries 4

Population, Resources, and the Environment 7

ENVIRODISCOVERY: Green Roofs 8

Sustainability and the Environment 12

Environmental Science 16

The Goals of Environmental Science 16

Science as a Process 17

How We Handle Environmental Problems 20

ENVIRODISCOVERY: NIMBY and NIMTOO 22

Case Study: The New Orleans Disaster 23

1

ftoc.indd Sec1:xxiiftoc.indd Sec1:xxii 8/7/10 3:44:38 PM8/7/10 3:44:38 PM

Contents xxiii

Environmental History, Politics, and Economics 48

Introduction: Renewable Energy Policy Challenges 48

Conservation and Preservation of Resources 50

Environmental History 51

Protecting Forests 51

Establishing National Parks and Monuments 52

Conservation in the Mid-20th Century 54

The Environmental Movement 55

ENVIRODISCOVERY: Environmental Literacy 58

Environmental Legislation 59

Environmental Regulations 60

Accomplishments of Environmental Legislation 60

Environmental Economics 62

National Income Accounts and the Environment 62

An Economists View of Pollution 65

Economic Strategies for Pollution Control 67

Case Study: Tradable Permits and Acid Rain 68

3

Risk Analysis and Environmental Health Hazards 72

Introduction: Pesticides and Children 72

A Perspective on Risks 74

Environmental Health Hazards 77

Disease-Causing Agents in the Environment 77

Environmental Changes and Emerging Diseases 78

Movement and Fate of Toxicants 81

Mobility in the Environment 83

The Global Ban of Persistent Organic Pollutants 84

How We Determine the Health Effects of Pollutants 85

Cancer-Causing Substances 86

Risk Assessment of Chemical Mixtures 87

ENVIRODISCOVERY: Smoking: A Signi cant Risk 88

Children and Chemical Exposure 88

The Precautionary Principle 90

Case Study: Endocrine Disrupters 92

4

ftoc.indd Sec1:xxiiiftoc.indd Sec1:xxiii 8/7/10 3:44:45 PM8/7/10 3:44:45 PM

Ecosystems and Evolution 126

Introduction: The Florida Everglades 126

Earths Major Biomes 128

Tundra 132

Boreal Forest 133

Temperate Rain Forest 134

Temperate Deciduous Forest 135

Tropical Rain Forest 136

Chaparral 137

ENVIRODISCOVERY: Using Goats to Fight Fires 138

Temperate Grassland 139

Savanna 140

Desert 141

Aquatic Ecosystems 142

Freshwater Ecosystems 142

WHAT A SCIENTIST SEES: Zonation in a Large Lake 143

Brackish Ecosystems: Estuaries 146

Population Responses to Changing Conditions over Time: Evolution 147

Natural Selection 147

Community Responses to Changing Conditions over Time: Succession 151

Primary Succession 151

Secondary Succession 153

Case Study: Wildfires 154

6

How Ecosystems Work 96

Introduction: Lake Victorias Ecological Imbalance 96

What is Ecology? 98

The Flow of Energy Through Ecosystems 101

The First and Second Laws of Thermodynamics 101

Producers, Consumers, and Decomposers 102

The Path of Energy Flow in Ecosystems 104

The Cycling of Matter in Ecosystems 106

The Carbon Cycle 106

The Hydrologic Cycle 108

The Nitrogen Cycle 109

The Sulfur Cycle 110

The Phosphorus Cycle 112

Ecological Niches 113

WHAT A SCIENTIST SEES: Resource Partitioning 115

Interactions Among Organisms 116

Symbiosis 116

ENVIRODISCOVERY: Bee Colonies Under Threat 118

Predation 119

Competition 120

Keystone Species 121

Case Study: Global Climate Change: How Does It Affect the Carbon Cycle? 122

5

xxiv Contents

ftoc.indd Sec1:xxivftoc.indd Sec1:xxiv 8/7/10 3:44:49 PM8/7/10 3:44:49 PM

Contents xxv

Air and Air Pollution 190

Introduction: Long-Distance Transport of Air Pollution 190

The Atmosphere 192

Atmospheric Circulation 194

Types and Sources of Air Pollution 196

Major Classes of Air Pollutants 196

Sources of Outdoor Air Pollution 198

WHAT A SCIENTIST SEES: Air Pollution from Volcanoes 199

Effects of Air Pollution 2