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Integrated Environmental Health Middle School Project • University of Washington © 2005 1
INE/JIP Work in BarrowSpring 2009
INE/JIP Work in BarrowSpring 2009
Dr. Robert A. Perkins, PE
Institute of Northern Engineering
University of Alaska
Integrated Environmental Health Middle School Project • University of Washington © 2005 2
What isEnvironmental Health?
What isEnvironmental Health?
A Student Introduction
OutsideOutside
Inside
Integrated Environmental Health Middle School Project • University of Washington © 2005 3
What is the environment?What is the environment?
The trees, air, & soil around us
Our fields, farms & the food we grow
Our oceans, lakes, and rivers
ALL the places we live, work & play
Integrated Environmental Health Middle School Project • University of Washington © 2005 4
What is health?What is health?
Nutritious foods help us stay healthy.
Doctors, hospitals & medicines help us get healthy if we’re sick.
Regular exercise helps keep us strong and healthy.
Integrated Environmental Health Middle School Project • University of Washington © 2005 5
Environmental Health?Environmental Health?
The study of how the environmentaffects your health.
Food
Air
Water
Sunlight
Noise
Soil
Integrated Environmental Health Middle School Project • University of Washington © 2005 6
Good Things Around UsGood Things Around Us
There are many things around us that help us stay healthy.
Family & friends
Beautiful scenery
to look at
Medicine & vitamins
Oxygen in the air
Nutrients in food
Integrated Environmental Health Middle School Project • University of Washington © 2005 7
HazardsHazards
A hazard is anything in the environment that can hurt you or make you sick.
Bacteria & viruses
Harmful chemicals
Loud noises
Tobacco smoke
Stress
Integrated Environmental Health Middle School Project • University of Washington © 2005 8
Environmental Health CareersEnvironmental Health Careers
Work as scientists in research labs
Work for the government
writing regulations
and studying pollution
Work for corporations
making sure workplaces are safe for
workers
People working in the field of environmental health . . .
Integrated Environmental Health Middle School Project • University of Washington © 2005 9
The 7 Core ConceptsThe 7 Core Concepts
Integrated Environmental Health Middle School Project • University of Washington © 2005 10
Integrated Environmental Health Middle School Project • University of Washington © 2005 11
A Toxic Word GameA Toxic Word Game
Toxic means _____________________.
Toxic_____ is the study of poisons.
Toxic___ is a measure of how dangerous a chemical is.
poisonous or dangerous
ology
ity
Integrated Environmental Health Middle School Project • University of Washington © 2005 12
A Toxicity ScaleA Toxicity ScaleToxicity Rating
Signal Words on Package
Symbol on Package
Highly Toxic DANGER or POISON
Moderately Toxic WARNING
Slightly Toxic CAUTION
Not Toxic none
Integrated Environmental Health Middle School Project • University of Washington © 2005 13
How would you rate these products?How would you rate these products?
Toxicity Rating
Highly Toxic
Moderately Toxic
Slightly Toxic
Not Toxic
Integrated Environmental Health Middle School Project • University of Washington © 2005 14
And the answers are…And the answers are…Toxicity Rating
Highly Toxic
Moderately Toxic
Slightly Toxic
Not Toxic
Integrated Environmental Health Middle School Project • University of Washington © 2005 15
Integrated Environmental Health Middle School Project • University of Washington © 2005 16
Integrated Environmental Health Middle School Project • University of Washington © 2005 17
Integrated Environmental Health Middle School Project • University of Washington © 2005 18
Integrated Environmental Health Middle School Project • University of Washington © 2005 19
Integrated Environmental Health Middle School Project • University of Washington © 2005 20
The Dose Makes the PoisonThe Dose Makes the Poison
Integrated Environmental Health Middle School Project • University of Washington © 2005 21
Multiple ChoiceMultiple Choice
• Your friend wants to know if the mosquito repellent DEET is bad for him. You should answer: – Is it a natural product? – How bad are the mosquitoes? – How much are you planning to drink?
Integrated Environmental Health Middle School Project • University of Washington © 2005 22
Dose - ResponseDose - Response
• The response is related to the dose
• Measure and describe the response
• In General– As the dose increases the response
increases
Integrated Environmental Health Middle School Project • University of Washington © 2005 23
Integrated Environmental Health Middle School Project • University of Washington © 2005 24
Integrated Environmental Health Middle School Project • University of Washington © 2005 25
Integrated Environmental Health Middle School Project • University of Washington © 2005 26
Integrated Environmental Health Middle School Project • University of Washington © 2005 27
Integrated Environmental Health Middle School Project • University of Washington © 2005 28
LD 50LD 50
• Dose = internal injected or consumed quantity of contaminant that is lethal to 50% of organisms– In stated time
• LC 50 = media (air, water or sediment) concentration that is toxic to 50% of organisms– Also in stated time
Integrated Environmental Health Middle School Project • University of Washington © 2005 29
Integrated Environmental Health Middle School Project • University of Washington © 2005 30
Exposure isExposure is
The total amount of a hazard that comes in direct contact with your body.
Integrated Environmental Health Middle School Project • University of Washington © 2005 31
The 3 parts of exposureThe 3 parts of exposureThe
Sourceof the hazard(bus exhaust)
TheEnvironmental
Pathway(air)
TheContact
(inhaled fumes)
Integrated Environmental Health Middle School Project • University of Washington © 2005 32
Which route will the hazards take?Which route will the hazards take?
Integrated Environmental Health Middle School Project • University of Washington © 2005 33
Route #1: InhalationRoute #1: Inhalation
Inhalation:
Breathing. When chemicals enter the body through this route of exposure, they can get stuck in the lungs and/or be taken up into the
bloodstream.
Inhalation:
Breathing. When chemicals enter the body through this route of exposure, they can get stuck in the lungs and/or be taken up into the
bloodstream.
Integrated Environmental Health Middle School Project • University of Washington © 2005 34
Route #2: IngestionRoute #2: Ingestion
Ingestion:
Swallowing (usually by eating or drinking). When chemicals enter the body through this route of exposure, they can easily be taken up into the
bloodstream.
Ingestion:
Swallowing (usually by eating or drinking). When chemicals enter the body through this route of exposure, they can easily be taken up into the
bloodstream.
Integrated Environmental Health Middle School Project • University of Washington © 2005 35
Route #3: Dermal AbsorptionRoute #3: Dermal Absorption
Dermal Absorption:Absorbing a chemical through any part of the skin, including the eyes. When chemicals come in contact with the skin, they can sometimes enter the bloodstream through this route of exposure.
Dermal Absorption:Absorbing a chemical through any part of the skin, including the eyes. When chemicals come in contact with the skin, they can sometimes enter the bloodstream through this route of exposure.
Integrated Environmental Health Middle School Project • University of Washington © 2005 36
Integrated Environmental Health Middle School Project • University of Washington © 2005 37
ExposureExposureX
XWhat is dose?What is dose?
X XX
X X
X = hazard
DoseDose
Dose is the amount of a hazard that actually enters your body.
X
XX
XX
X
Integrated Environmental Health Middle School Project • University of Washington © 2005 38
Dose can depend on…Dose can depend on…
Duration of Exposure:How long?
Frequency of Exposure: How often?
Body Size:How big or
small are you?
M L
S S
Integrated Environmental Health Middle School Project • University of Washington © 2005 39
Duration of ExposureDuration of Exposure
might not have any harmful effects.
might not have any harmful effects.
30 minutes of sun exposure
Integrated Environmental Health Middle School Project • University of Washington © 2005 40
Duration of ExposureDuration of Exposure
might be very harmful indeed!might be very harmful indeed!
But 4 hours of sun exposure
Integrated Environmental Health Middle School Project • University of Washington © 2005 41
Dose can depend on how big or small you are. To understand how, let’s take three different size flasks and fill them with water. Imagine each one represents a different human body - one small, one medium, and one large.
Dose can depend on how big or small you are. To understand how, let’s take three different size flasks and fill them with water. Imagine each one represents a different human body - one small, one medium, and one large.
Dose & Body SizeDose & Body Size
LM
s sL
Ms
Integrated Environmental Health Middle School Project • University of Washington © 2005 42
Now we will take a dropper of an imaginary hazardous substance and put 3 drops in each flask. What will happen? How will each flask look after the 3 dark purple drops have been added?
Now we will take a dropper of an imaginary hazardous substance and put 3 drops in each flask. What will happen? How will each flask look after the 3 dark purple drops have been added?
A Dose ExperimentA Dose Experiment
LMs
Integrated Environmental Health Middle School Project • University of Washington © 2005 43
More on DoseMore on Dose
• Timing– Acute/Chronic– <96-hour/Longer Term– Lethal/Sublethal– Immediate/Delayed Response– Sensitive Life Stage(s)– Bioavailability/Exposure
Integrated Environmental Health Middle School Project • University of Washington © 2005 44
A Dose Experiment - Step 1A Dose Experiment - Step 1
s ML
Integrated Environmental Health Middle School Project • University of Washington © 2005 45
A Dose Experiment - Step 2A Dose Experiment - Step 2
Ls M
Integrated Environmental Health Middle School Project • University of Washington © 2005 46
A Dose Experiment - Step 3A Dose Experiment - Step 3
LMs
Integrated Environmental Health Middle School Project • University of Washington © 2005 47
The larger the dose, the more extreme the response will be.
Dose/Response RelationshipDose/Response Relationship
1 can of pop in 15 minutes
3 cans of pop in 15 minutes
Integrated Environmental Health Middle School Project • University of Washington © 2005 48
Integrated Environmental Health Middle School Project • University of Washington © 2005 49
Individual SusceptibilityIndividual Susceptibility
Why are these people more likely to be
harmed by exposure to a hazard than the man
below?
Why are these people more likely to be
harmed by exposure to a hazard than the man
below?
Integrated Environmental Health Middle School Project • University of Washington © 2005 50
Individual SusceptibilityIndividual Susceptibility
Pregnant women and their developing babies
Elderly people whose defense mechanisms are less efficient
Infants and children who are still developing
Sick people who have weakened immune systems
Integrated Environmental Health Middle School Project • University of Washington © 2005 51
Genes & SusceptibilityGenes & Susceptibility
Your genes can also make you more or less susceptible to harm from an environmental hazard. For example, some people are more likely to get sick when they are exposed to certain kinds of pesticides.
Your genes can also make you more or less susceptible to harm from an environmental hazard. For example, some people are more likely to get sick when they are exposed to certain kinds of pesticides.
Integrated Environmental Health Middle School Project • University of Washington © 2005 52
Integrated Environmental Health Middle School Project • University of Washington © 2005 53
What are the risks & benefits?What are the risks & benefits?
1122 33
Integrated Environmental Health Middle School Project • University of Washington © 2005 54
Risks & BenefitsRisks & BenefitsWhat are the risks and benefits when grape
growers use pesticides on their crops?
Integrated Environmental Health Middle School Project • University of Washington © 2005 55
Risks & BenefitsRisks & Benefits
RISKSBENEFITS
•No bugs!
•Better looking fruit that is more visually appealing
•Bigger crops so farmers can make more profit
•People ingest pesticides with the
fruit and get sick
•Pesticides get into dirt and water
•Animals ingest pesticides and get sick
Integrated Environmental Health Middle School Project • University of Washington © 2005 56
Integrated Environmental Health Middle School Project • University of Washington © 2005 57
What is environmental justice?What is environmental justice?
Environmental Justice (EJ) means that everyone has a right to live in an environment that doesn’t make them sick, regardless of their race, culture, or income.
Environmental Justice (EJ) means that everyone has a right to live in an environment that doesn’t make them sick, regardless of their race, culture, or income.
Integrated Environmental Health Middle School Project • University of Washington © 2005 58
The EJ ProcessThe EJ Process
Who is producing
the hazard?
Who is producing
the hazard?
Who is being exposed?
Who is being exposed?
Who are the decision makers?
Who are the decision makers?
Establish a dialog between the
decision makers, scientists, and the
affected community.
Establish a dialog between the
decision makers, scientists, and the
affected community.
Empower community
members to bring about change.
Empower community
members to bring about change.
Share information and decisions with
community members.
Share information and decisions with
community members.
Integrated Environmental Health Middle School Project • University of Washington © 2005 59
Integrated Environmental Health Middle School Project • University of Washington © 2005 60
Where can you go for information?Where can you go for information?
City hallState agenciesFederal agencies
DoctorsNurses
HospitalsHealth Department
SchoolsLibraries
Universities
Your Town
Caution!
Integrated Environmental Health Middle School Project • University of Washington © 2005 61
Toxicity Studies ProbeToxicity Studies Probe
• Type of toxic effect
• Dose response relationship– Including NOEL
Integrated Environmental Health Middle School Project • University of Washington © 2005 62
Risk AssessmentRisk Assessment
• What is the dose people or the environment will be exposed to?– the fate and transport of the substance– environmental engineering
• What are the likely effects at that dose?– toxicology
• State the probability and severity of some harm based on alternatives
Integrated Environmental Health Middle School Project • University of Washington © 2005 63
Risk ManagementRisk Management
• What is to be done about the risk?• Do nothing and accept consequences• Do something and reduce consequences
– What– When– At what cost– Who will pay those costs
• Law may require
Integrated Environmental Health Middle School Project • University of Washington © 2005 64
Risks and BenefitsRisks and Benefits
• Often must compare with benefits– Pharmaceuticals– All have some unwanted effects
• Pesticides– Food supply– Human and ecological consequences for use and
non-use• Chlorine
– Bacteria and viruses in water supply– Chlorinated byproducts
Integrated Environmental Health Middle School Project • University of Washington © 2005 65
Ecological Risk AssessmentEcological Risk Assessment
• What are the risks to the environment?
Integrated Environmental Health Middle School Project • University of Washington © 2005 66
How can you take action?How can you take action?
Write a letter to a newspaper
Write a letter to a newspaper
Call or write an elected official Call or write an elected official
Organize a community meeting
Organize a community meeting
Inform your neighbors Inform your neighbors
Make a documentary about
the problem
Make a documentary about
the problem
Create a petition and get
signatures
Create a petition and get
signatures
Integrated Environmental Health Middle School Project • University of Washington © 2005 67
Example of Test ChambersExample of Test Chambers
Integrated Environmental Health Middle School Project • University of Washington © 2005 68
Spaghetti FactorySpaghetti Factory
Integrated Environmental Health Middle School Project • University of Washington © 2005 69
Arctic marine lifeArctic marine life
• Acute responses may be delayed with Arctic species
• May be different than sub-arctic and temperate organism responses at lower temperatures
• Life stages associated with ice• Characterized by storage of lipids in visible
globules• Some have anti-freeze molecules• Feeding may be limited to Spring/Fall
Integrated Environmental Health Middle School Project • University of Washington © 2005 70
Valuable Ecosystem Components for Beaufort and
Chukchi Sea
Valuable Ecosystem Components for Beaufort and
Chukchi Sea
Phytoplankton M icrozooplankton
Zooplankton
Neuston
BowheadW hales
Beluga Orca
RingedSeal
Anadrom usFish
Arctic CodOther Pelagics
HerringSandlance
Sm elt
PolarBear
I II II I IVIII-
Integrated Environmental Health Middle School Project • University of Washington © 2005 71
Arctic CodArctic Cod
Slide from Akvaplan-niva
Integrated Environmental Health Middle School Project • University of Washington © 2005 72Copepod, Calanus glacialis
Integrated Environmental Health Middle School Project • University of Washington © 2005 73
INE/JIP Work in BarrowINE/JIP Work in Barrow
• Working with BASC
• Leased a lab in BARC– Minus1°C cold room
• Acquire Cod for eggs or juvenile cod for holding and testing
• Copepods – juveniles and adults
Integrated Environmental Health Middle School Project • University of Washington © 2005 74
How to get test organismsHow to get test organisms
Integrated Environmental Health Middle School Project • University of Washington © 2005 75
Beam TrawlBeam Trawl
Integrated Environmental Health Middle School Project • University of Washington © 2005 76
Crab Pot SurveyCrab Pot Survey
Integrated Environmental Health Middle School Project • University of Washington © 2005 77
Plankton NetsPlankton Nets
From Alex Salki
Integrated Environmental Health Middle School Project • University of Washington © 2005 78
Nok, Michael, and Scott
Integrated Environmental Health Middle School Project • University of Washington © 2005 79
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Integrated Environmental Health Middle School Project • University of Washington © 2005 87
TestingTesting
• Maintain eggs and larvae in cold room
• Test varying concentrations of oil and dispersants
• Learn the dose-response curve for two arctic organisms for each tested dispersant
• Microbial Remediation Rates with indigenous microbes
Integrated Environmental Health Middle School Project • University of Washington © 2005 88
ThanksThanks
• Questions?
Integrated Environmental Health Middle School Project • University of Washington © 2005 89
Any Questions?Any Questions?
Integrated Environmental Health Middle School Project • University of Washington © 2005 90
• http://www.apdc-ak.org/newsletter/index.htm