2021 Live Review 7 | AP Environmental Science | All Forms of Aquatic & Terrestrial Pollution

Summary

Highlights

• Mr. V emphasizes the significance of understanding key AP Environmental Science concepts and legislation. 🌿
• The session includes practical examples of free response questions related to pollution topics. 💡
• Students are encouraged to participate actively and pay attention to interactive elements like Kahoot challenges. 🎮
• Real-life examples are used to explain complex concepts like oil spills and their environmental and economic impacts. 🏞️
• The overview includes a detailed explanation of bioaccumulation and its significance in ecosystems. 🕵️‍♂️

Key Takeaways

• Distinguish between point and non-point pollution sources for better exam preparation. 🎯
• Understand the importance of legislation like the Clean Water Act and the Safe Drinking Water Act. 📜
• Explore the ecological impact of oil spills and how they are mitigated. 🛢️
• Study bioaccumulation and biomagnification for a deeper insight into pollutant impacts. 🐟
• Practice calculating percent change to enhance quantitative response skills. 📊

Overview

Chapters

• 00:00 - 00:30: Introduction and Agenda The chapter introduces Mr. Villarreal, known as Mr. V, who welcomes students to the AP Daily Live session focused on reviewing AP Environmental Science. He mentions his affiliation with Sherilyn Advanced Academic Academy in Mission, Texas, and gives a shoutout to local teams, the Rattlers and Cobras. He notes that this is the third video of the week and the seventh overall in the series. The chapter sets the stage for the content to be covered in the session.
• 00:30 - 01:00: Overview of Lesson and Unit 8 The chapter begins by outlining the plan for the lesson which includes learning new concepts and reviewing previously covered material to ensure understanding. The focus is on clarifying any concepts and issues from video six with the aid of examples discussed in video seven. In addition to this review, the chapter introduces Unit 8, titled 'Aquatic and Terrestrial Pollution'. This unit will delve into topics of pollution in different environments, and the lesson will include data analysis related to these subjects.
• 01:00 - 02:30: Questions from Previous Videos This chapter focuses on generating practice questions based on previous video content, specifically related to environmental science legislation. It includes a mix of multiple choice and free response questions to cover key legislative acts that are part of the curriculum for units 8 and 9. The chapter also provides free response practice to enhance understanding of both the scientific content and practices discussed in these units.
• 08:00 - 10:00: Math Focus: Percent Change In this chapter focused on Math and Percent Change, the instructor previews the content of Unit 8, including questions and live practice. A significant concern raised is the availability of presentations and guided notes related to the discussed videos, which are not yet provided. The instructor emphasizes the importance of paying attention, especially for those watching the live session.
• 10:00 - 12:00: Exam Format and Tips The chapter titled 'Exam Format and Tips' discusses the importance of engagement and focus during the learning process. It emphasizes that students should concentrate on the material being taught, rather than being overly concerned with taking notes or looking at personal materials like PowerPoint slides. The chapter reveals plans to provide guided notes for the videos, which will be available for students to download and review at their convenience. The instructor is focused on updating these resources and aims to make them accessible by the following weekend.
• 13:00 - 18:30: Unit 8 Content Overview: Aquatic and Terrestrial Pollution The chapter discusses the topic of aquatic and terrestrial pollution and provides a content overview.
• 29:00 - 32:00: Sewage Treatment Processes The chapter 'Sewage Treatment Processes' begins by explaining the navigation of multi-part questions in a series. It discusses how you can open and view sections such as a, b, or c within a specific question, allowing you to refer back to these sections. However, it highlights a limitation: once you proceed to a subsequent question, you're unable to go back to the previous one, which necessitates completing questions in the order presented.
• 39:00 - 44:00: Legislation and Environmental Laws The chapter "Legislation and Environmental Laws" discusses the importance of answering questions effectively, especially in the context of exams graded by AP readers. It emphasizes putting the best answer first, as AP readers will only evaluate the first response provided. Including additional answers can be beneficial for personal review, but the primary focus should be on quality rather than quantity to avoid wasting time.
• 44:30 - 50:00: Science Practices and Free Response Tips This chapter provides an overview of science practices and tips for free response questions, specifically targeting AP exams. The transcript discusses the importance of crafting semi-good answers and moves on to cover crucial legislative knowledge required for the exam. It mentions that some of this content will be covered today and the rest tomorrow, and refers to Kahoot links provided in a shared folder for practice questions on the topic.

2021 Live Review 7 | AP Environmental Science | All Forms of Aquatic & Terrestrial Pollution Transcription

• 00:00 - 00:30 everyone welcome this is mr v and this is ap daily live the review for ap environmental science i want to welcome you guys for being here my name is mr villarreal or mr v i am from mission texas i teach at sherilyn advanced academic academy and i want to say go rattlers and go cobras and i want to welcome you guys today for our um third video this week and our total of seventh video total so let's go ahead and get started here so the first thing we
• 00:30 - 01:00 want to talk about is what are we going to learn today we're going to go over a few things new things this today and try to cover some stuff that we have learned before so we can kind of keep track of where we are so in video seven we're going to use this time today to clarify any concepts and issues from video six we're going to go over a couple of examples from that yesterday and then we're going to talk about unit 8 so that's going to be the aquatic and terrestrial pollution unit that's going to include today some data analysis and a little bit of
• 01:00 - 01:30 multiple choice and free response as well so it's kind of mixing it up a little bit and today we're going to focus on some legislation so i know we got a couple of questions about that and you know unit 8 and unit 9 are really good units to include many of the 10 required legislation legislation laws that we're supposed to know for environmental science and so we're going to also model some free response practice again testing the knowledge of unit 8 and some of the science practices that you tend
• 01:30 - 02:00 to see quite a bit in unit 8 and of course we'll wrap up with some questions and some live practice as well so um starting into uh questions from video six let's answer a couple of those so one of the big questions i keep getting is why aren't the presentations that we're going over right now in the folder and when are we going to get the guided notes for the rest of these videos well um the one thing i want to point out is that we want you to pay attention during this video so if you're watching live that's awesome
• 02:00 - 02:30 if you're watching after the fact that's also great too we want you to make sure you're paying attention and not focusing so much on filling out guided nodes or looking at your own powerpoint and missing out some key stuff that we're covering so that's why we're waiting on updating all those things and i'm going to be working on posting guided notes for these videos after the fact so this coming weekend i should be hopefully working on that and into next week so that folder will stay open and active so you will be able to go and view those files and download them as you need
• 02:30 - 03:00 um so you'll be able to look at those guided notes and and follow along another question we got is how are we going to be able to go back and forth on the digital testing app this is a question from one of mrs cuso's students and the question about that about digital app like i said that's not my forte here but i'm going to do my best to answer that and so the frq on the digital app is going to have separate screens for within one frq so if that frq has multiple portions
• 03:00 - 03:30 a through j like we've been seeing some of these then you'll be able to open up that question and look at section a section b c and so on and then go back if you'd like to but that's only going to work with the multi-part questions with those that you have been that you're open at that time you will be able to go back to question one if you're on question three and you won't be able to go back to question two either so that's why you gotta finish that question as you go so hopefully that will help and then for
• 03:30 - 04:00 the described questions another one we got was should we include more than one answer like like my examples uh or just go with one well here's what i'll say the examples i've been giving have been for you guys to be able to look back and see you know is that a good answer would that also work so i'm including more than one but ap readers are only going to grade your first one so do your best to put your best answer first and don't waste too much time trying to write six different
• 04:00 - 04:30 semi-good answers right make sure that you go from there okay and then what legislation do we need to know for the ap exam thankfully you're in luck we're going to go over some of that today and some tomorrow so also you're going to see in the kahoot links in the shared folder you'll have some questions on the kahoot today about legislation and there'll also be some questions in the kahoot tomorrow for that so keep yourself keep stay posted right or you'll be able to see that right now
• 04:30 - 05:00 then some more questions on video six is let's look at some of the free response questions that we got so yesterday we did a free response and in frq2 part f the question was would pesticides be a good answer and that was from cadence in new york so cadence the question was so we can all know is identify and describe one method emerged during the green revolution that would um not contribute to air pollution but is also affected the diversity of species planted as crops so unfortunately no
• 05:00 - 05:30 pesticides would not work for that answer and here's why because even though pesticides are not considered to be a major quote-unquote air pollutant they can contribute to air pollution to air pollution so they can end up working into that photochemical smog problem combining as a voc or with the nox chemicals to form ozone so it wouldn't really be a usable answer for that one so that's a good question and i know that's something that that might come up but um it wouldn't be a good one for this question
• 05:30 - 06:00 specifically okay and then can you show us how to write a real claim like part g in question two that's a good one too because i've been putting on there the answers that you might be able to choose for those but i want to make sure that you can see what a real claim looks like so here's what that would be right the question the question was make a claim that proposes a solution to the problem identified in part f so we're saying here i'm going to say here that for part f we're saying that gmos made the crops more susceptible to disease so we're going to go with that so our claim is going to be in order to prevent this issue
• 06:00 - 06:30 a farmer could use an heirloom variety of the same crop to increase biodiversity again what i want you to think about is a claim is not something where you have to freak out and go i need to write this is my claim or i claim this there's nothing that's like a descriptor that says here's my claim a claim is just a statement and then later on in other parts of the question you'll likely be asked to back up that plane that claim or support it in some sort of fashion so don't feel like you have to say like i
• 06:30 - 07:00 know a lot of students are taught to write a hypothesis we might need to write if then there's no like clear word saying here's my claim i mean you can label it claim and then write it but that's not really going to that's not something that everybody that readers are looking for okay and then namisha yes another question this week that's good i'm really glad that you're staying with us and your question this one was this week was what is the heat island effect well that's a good one because that was actually an answer choice on one of our thermal inversion questions from the
• 07:00 - 07:30 multiple choice yesterday so the heat island effect is going to be when green areas get covered by man-made structures like concrete roads things like that they end up absorbing way more heat and so you tend to have cities with really high or urban areas with really high temperatures compared to those that are more natural and so if you if you want to look back into that the ap daily videos and the in the topic of 5.10 we'll give you more information on that so and definitely i would use the internet to search that
• 07:30 - 08:00 there's a lot of good information on government websites like the epa that'll help a lot and then can you show us some more math so that was something i got from monday on so i want to make sure that we go over a little bit of math every day unfortunately like i said the session that we got today is pretty much mapped out but i'm going to try to work it into these parts right here so today i want to look at um percent change because that's something you will definitely need either in the multiple choice or the free response where they're going to ask you to figure out how to do percent change so
• 08:00 - 08:30 here's a brief brief overview of this so the first thing you need to do is memorize the equation percent change is going to equal to the final minus the initial okay and that is going to be divided by the initial and the whole answer to that will be multiplied by 100. so that's the order of operations for math there i wanted to try to write it as clear as i could and so here's a brief example so let's say we have 520 megawatts of electricity produced at
• 08:30 - 09:00 a nuclear reactor and the second reactor is then added and the new output is now 654 megawatts of electricity so what percent output what percent did the output increase so this is a simple percent change equation so we do step by step start with the top portion where you take the final minus the initial so that's going to be 654 minus 520 using a calculator or your head either way your answer comes out to 134.
• 09:00 - 09:30 that's not the final answer though you have to then take that 134 and divide it by my initial which is 520. and then that's going to give me 250.257 and of course it's a percent that we need so we multiply that by 100 and so what percent did it increase 25.7 so please make sure you know how to do that that might be in a multiple choice question and typically what they like to do with this is they'll put this on a graph and you'll be asked to identify how much
• 09:30 - 10:00 it was at this point then how much it was at this point and then to calculate the percent change so not only we need to know the percent change but you'll also need to know how to do the uh to read a graph so you know keep that in mind when you're looking at those and i'll try to work in a little more depending on how many questions we get for tomorrow i'll try to work in a little more math as well so i know that's not a lot but you know i'm trying to give you as much as i can okay so reminders again we'll go through these real quick is we're getting a full-length exam
• 10:00 - 10:30 whether it's paper digital that's going to be multiple choice covering 80 questions those 80 questions are going to take an hour and a half 30 hours 30 minutes 60 percent of the score of the exam comes from multiple choice so it does weigh a little more on that portion you're going to get some standalone multiple choice we'll do another example of that today you're going to see some quantitative data such as tables charts or graphs that are going to assess a little bit of practice five so our the standalone we'll go with we'll also go with this some
• 10:30 - 11:00 then we're going to look at some qualitative data with models representations or maps that's a practice two and also uh practice one four seven and then you'll also be looking at text-based questions so if you're a little confused about that and you're not sure what those look like please we'll go back and refer to the previous video from yesterday on unit 7. that will go over more of that you can see that again okay and then again our free response is going to be full sections of free response the full section of your response which
• 11:00 - 11:30 is going to have three questions an hour and ten minutes and a total of forty percent of your score and question one is going to ask you to design the investigation question two is gonna analyze an environmental problem and propose solutions we'll look at that type today and then question three is going to be look at an environmental problem and propose a solution while doing math okay and don't forget it's to your benefit to bring a four function calculator anything that doesn't connect to the internet will be fine all right
• 11:30 - 12:00 and so some helpful links that we've gone over before but i want to make sure they're clear is to look at ap central for ordering and exam dates if you're not sure when your exam time is going to be and then also you need to make sure you note your exam time because the digital tests will all begin at the same time so there's a on the app you can check your time zone for that and then there's the environmental science information as well as the digital test and how to work with that testing guide and finally practice with your app that
• 12:00 - 12:30 actually has practice questions so you can see what that will look like beforehand so you won't be so lost and confused and also some of the teachers have been telling me that they can see if you've been able to log in and practice too so definitely give that a shot guys so those are those links please make sure you pause and get what you need and then of course some feedback please at the beginning of the powerpoint the more feedback you give me the more i can try to help them we got one more session tomorrow so i will do my best to
• 12:30 - 13:00 answer as much as i can and still include the stuff we have um for uh thursday's lesson but you know fill out the form and we can and i can make sure to fill out what i need and if you see a mistake or a mess up or you really like something please let me know that's uh good to know and you might get a shout out too like some of our previous students did just a bit ago so all right so today let's go ahead and review this is going to be a very lengthy review even though you know i don't want to say that this is about content all
• 13:00 - 13:30 the way but there's a lot of content in unity so it's going to take the bulk of this section and this time today so we'll do our best to get through this quickly and then get to our sample questions as well so we're looking at unit 8 which is going to be the aquatic and terrestrial population or pollution unit and so we're talking about here is basically anything that is going to end up in water or land so we're not talking about the air as much so the first thing to do is to separate these into two categories we're looking at either point source
• 13:30 - 14:00 or non-point source point source i tell my students is if you can look at it and point to it right there directly and say that's the one then there's your pollution point source okay smoke stack waste discharge pipe uh you know toxic waste a bunch of tires then you can point to it and say that's where it is that's where it comes from if it's a non-point source then that would be something that's diffused or spread out right so pesticide spraying urban runoff where i live in mission texas and where i work we are very close
• 14:00 - 14:30 to the rio grande river and there are many cities up river from us so they end up you know all the pollution from those cities comes down our river and we can't really blame anybody we can't say it's your fault your fault your fault it's kind of everywhere along the way so that's what we mean by non-point source and then of course we're going to be talking a lot about human impacts on these ecosystems there are several ecosystems that are i don't want to say more important but that are very susceptible and really important to look at so
• 14:30 - 15:00 you know most organisms have a range of tolerance and you know those are going to be something that those organisms have to deal with excuse me but if there's a bunch of physiological stress or death on those then your populations are going to suffer quite a bit so that's something to think about and so we're going to be looking a little bit at the ocean systems and water systems affected those and that's going to be like coral reefs where you get higher temperatures runoff problems fishing practices and ocean acidification affecting those and then of course you're going to also
• 15:00 - 15:30 see oil spills that can coat feathers kill fish and bottom dwellers and also have major economic costs that's going to be something we focus on in our free response today so remember point source you can point to it if i can say right there that's the source of pollution that's a source that's a source then now you can point to it and say there it is right whereas non-point source we can't really blame i mean we can blame the plane here in this one by the time the pollution gets to where it's going to go we can't
• 15:30 - 16:00 really go back and say yep that was the farm it said it might be multiple farms that are doing it so something to think about with when separating those out then we get to some more human impacts right so these are going to be things like dead zones in the ocean so when nutrient pollution comes in you're going to end up with higher sediments causing really high turbidity and then you're going to get the oxygen sag curve so we're going to look at what that looks like in just a moment and of course one of the big problems in ocean ecosystems is going to be litter
• 16:00 - 16:30 it's unsightly it can cause blockages the plastic itself or material that comes with it can be very toxic and you're going to see that a lot of heavy metals can end up in water like from coal burning mercury will end up turning into methyl mercury and that can be a major problem for ecosystems as well and then of course the other one that we want to focus on is wetlands and mangroves so a wetland is going to be an area where soil is being covered with water right
• 16:30 - 17:00 and so you remember some of the ecosystem services from unit one and two please make sure you look at those because the wetlands and mangroves can provide water purification and filtration they can provide flood protection they can provide habitat obviously and of course we are going to impact those in many ways so you can have construction of dams you can have overfishing and you can get pollutants from agricultural and industrial waste okay so i want to start first by looking
• 17:00 - 17:30 at the oxygen sag curve here so this is one of mine i drew this out a little bit for you so you can see but the way it works is at this right here this is the point of pollution discharge so right here somebody may have dumped a chemical maybe a pesticide maybe runoff and so what happens is organisms have a certain oxygen amount that they need to demand and the water itself has a certain oxygen amount that it may have inside well at right after the point of pollution the dissolved oxygen amount in the water
• 17:30 - 18:00 tends to drop precipitously really high really fast and the demand tends to go up and stay up right after the pollution is discharged then it's not until you get further and further away so that's the distance right so once you get further and further away from that point of pollution that point source then things start to normalize and dissolved oxygen will go back up to its original amount and demand will go down so that's going to be the main problem as pollution comes along demand for oxygen will go up
• 18:00 - 18:30 but the availability of oxygen will go down so that's an important thing to to keep in mind then of course what are dams going to do to wetlands and mangroves well you know estuaries like this you're going to end up either reducing the amount of water that can get to the right spots or if you put the dam in the wrong spot you can end up flooding areas that would typically not have as much water so a lot of ecological or environmental consequences there so and then keep those separate from of course the economic
• 18:30 - 19:00 issues as well so when we're looking at more aquatic and terrestrial pollution this is going to be a very vast subject and so you have to make sure that you mention eutrophication okay eutrophication is where a body receives a lot of excess nutrients right so cultural and anthropogenic eutrophication is going to be when humans end up in their activities usually through agriculture or wastewater release putting way too much nutrients in the water
• 19:00 - 19:30 and so this has a lot of steps but eventually it leads to a dead zone or a fish kill and so this can be because of excess nutrients getting in the water from one of those two sources likely then algae are going to bloom you're going to get a lot of algae it's going to turn really green then of course like everything does the algae will die and then after the algae dies microbes are going to come in and they're going to digest and eat the dead algae well while they're doing that they're also going to be consuming quite a bit of oxygen in the water
• 19:30 - 20:00 and so because there's so much they're going to create what are called hypoxic or anoxic conditions those mean those are conditions with either very low or no oxygen at all that's what hypoxic and anoxic means and that's going to lead to a fish kill or die off of either other organisms or fish themselves now those of you who remember history a little bit so i'm sure you remember the word oligarchy right because your history teachers are awesome well oligarchy means ruling by few right well in water an oligotrophic body of water
• 20:00 - 20:30 has very few nutrients so a little bit of bonus points if you knew the history of if you knew the history aspect of uh leukotrophic and so that's going to be low nutrients what that's going to have is more stable populations of algae and a higher amount of dissolved oxygen so you know you want to make sure you keep it low and you know maybe even mesotrophic but you don't have to get too detailed on that and then uh you know on the same side we're going to talk about history and chemistry so
• 20:30 - 21:00 thermal pollution is going to be if you remember your chemistry class that's going to be the point where when you get hot water released into a body of water and the dissolved oxygen levels drop so in our previous slide we talked about how pollution can drop dissolved oxygen water will uh dissolved oxygen of uh in the water that's also going to be caused by thermal pollution industry is going to be able to dump a lot of water into the a lot of hot water into uh you know rivers and lakes and that's going to lower the amount of do
• 21:00 - 21:30 available to them so there's how it starts off right you begin with excess nutrients and then the steps go up over here on cultural or anthropogenic eutrophication okay and then carrying on like i said there's so much more we got endocrine disruptors those are chemicals that are going to mess with the animal endocrine system your hormones okay so that's going to lead to all kinds of problems tending to do with birth defects developmental or growth disorders
• 21:30 - 22:00 um and then what we've noticed too with endocrine disruptors is you're going to see a lot of uh gender imbalances and fish in amphibians and fish populations and these are related to so those endocrine structures be like something like bpa or bisphenol a and a participant persistent organic pollutant or a pop is going to be like ddt or pcbs those are those tend to be pesticides and other chemicals and so those don't break down their name says it all persistent organic pollutants
• 22:00 - 22:30 and because they're organic they're carbon based so these don't break down they stay in the uh in the ecosystem for a long time and they can end up traveling far and wide in large populations and they do so by storing in the fat they accumulate in the fatty tissues so they've actually found ddt which is a pesticide in the tissues and fat cells of penguins now of course penguins don't really have much use for insecticides but it's there because it's long-lived
• 22:30 - 23:00 it's a persistent organic pollutant and that brings us to our next points which are bioaccumulation which is the absorption of that chemical or compound into your tissues typically fat and that leads us to the bigger problem of biomagnification that's the idea where your tissues have accumulated this stuff but as your animals in the food chain eat more and more that increases the amount so we're going to talk more about that in just a moment and of course don't forget when it comes
• 23:00 - 23:30 to endocrine disruptors in humans that's going to mess with the hypothalamus the pituitary gland uh the thymus the ovaries and testes for males and females um as well as the adrenal and plant and pancreas and stuff like that so anything that produces hormones in the animal body that's where your endocrine disruptors are going to affect us and so i want to stop for pause for a moment talk about bio accumulation magnification that's one where students tend to mess up a lot
• 23:30 - 24:00 and get confused all the time so remember accumulation is going to be the adding of the stuff to your tissues so if we have mercury in the food chain right the mercury is going to build up starting in the water and then going to the plankton and then the insects and the insect eating fish and the fish eating fish and then finally the humans but here's the thing you got to remember a little bit about the 10 rule so we got to go back to thinking about topic 1.10 the idea is that
• 24:00 - 24:30 things that the higher portions of the trophic pyramid have to eat more right to gain that energy because only 10 percent gets through well because of that you see quite a bit of uh chemicals will grow at that 10 percent rate of two so it actually multiplies ten fold each time so if you've got .005 milligrams per kilo of plankton you're going to end up with .05 of aquatic insects and then 0.5 of insect eating fish
• 24:30 - 25:00 and then 5 and then 50 for humans so it's just going to keep on growing so if my math was wrong there i'm sorry i should have written it down but that's okay um but that's how it works so you can go back to 1.10 that will help you out a little bit and so continuing on there's so much more right solid waste is another one too so that was all the aquatic waste now the solid waste that's gonna be material that gets discarded that's not a liquid or a gas of some sort and it's generally generated for us by agriculture business industry and homes so anywhere
• 25:00 - 25:30 and everywhere can generate solid waste those things can tend to be in landfills so if they're not built a certain way they can contaminate groundwater and release really harmful greenhouse gases and pollutants as well so how do we do this so electronic waste is one we have to consider and make sure that we discard so that we can deal with that with that unique problem and so one way we've done some of this is to start building sanitary landfills okay a landfill has been designed to
• 25:30 - 26:00 mitigate those problems so here's what they tend to do they have to have a bottom liner typically of made of plastic or clay so things won't seep down into the ground water they tend to have a storm water collection system because when it rains that storm water may end up causing like a mini surge heading towards the groundwater and so they have special collection systems for that and then you have the leachit collective system which is going to be the stuff that generally tends to percolate or drain through so
• 26:00 - 26:30 percolation is going to fall down in the rain after it rains into the ground right and then of course you're going to end up with methane collection so that you don't release any of that decomposing methane or carbon into the atmosphere and then of course you have to have a cap so that you can release the gases you want and if it's going to decompose quickly if it's going to decompose slowly that's going to be a major impact on it as well and of course you know landfills tend to look something like this in the old days
• 26:30 - 27:00 not as much today because now we have this certain system to follow it so let me show you what that system looks like so here's going to be a sanitary landfill if you look at it those are the things we were talking about so you throw your trash in there it's got a clay cap so the smell doesn't come out too much you end up with a leachate treatment system so you can actually treat the stuff that leeches down normally okay you have a liner on the bottom to make sure it doesn't seep down to the ground water and you still have to monitor the groundwater just in case because if you're not sure
• 27:00 - 27:30 then you might end up having contamination even though you've tried your best and you want to have a methane recovery system some places can use the methane recovery and as a form of combustion for energy but that's unfortunately just not in many plans so it's not as commonly used but that is one way that we can handle this and that's a modern landfill so it's not just a hole in the ground with a bunch of trash right and then carrying on here so
• 27:30 - 28:00 incineration is another thing you can do right that's going to reduce your volume but it's also going to release a bunch of air pollutants right you can also have sanitary landfills that don't allow certain items some of those items could be rubber tires motor oil mercury containing products chemical waste and some of those have to be disposed of in certain ways now unfortunately some nations will just dispose of them in the ocean or just have these large piles of trash close to it
• 28:00 - 28:30 and that's been leading to large islands of trash or plasticky soup right and of course some animals can get entangled and die in those so that's going to be an environmental problem that we have to face when it comes to the ocean too so that's kind of a crossing of aquatic and terrestrial pollution and of course how do we solve the problem that's something that the ap environmental sciences always trying to do is solve the problem so the number one way is probably reduction but other ways that will be discussed are recycling okay
• 28:30 - 29:00 recycling is going to be to convert that waste to a new product that's not going to be so energy intensive but unfortunately that may be energy intensive and costly and then of course e-waste can be recycled but it tends to have really hazardous chemicals like mercury and lead and a lot of the times the places that e-waste is sent to they just take out the precious metals and then either burn or dispose of the rest of it anyway and then for food waste you can process paper and
• 29:00 - 29:30 food and yard waste and make it into a fertilizer through composting but there are downsides to that that can also bring odor and rodents and of course you want to make sure that you can um you know find other ways to get rid of waste like burning um but the problem with that is you want to try to mitigate these landfills so if you can change habitat on former landfills and the combustion of those gases might be ways to mitigate them that's a good way to go with it so if you can use that
• 29:30 - 30:00 for energy then you're a step ahead but unfortunately many landfills don't have that in the plan right now and so here's an example of composting so again that may be prone to bringing in rodents and odor and stuff like that and some people may not want to use something like this in their homes or their farms so continuing on we'll also talk a little bit about sewage treatment this is a big one this is going to be how to take that solid waste or waste from our homes and treat that contaminated wastewater
• 30:00 - 30:30 so there are several steps you need to know the first one is going to be that primary treatment which is the removal of large objects that tends to be a bar screen okay secondary treatment is going to be that bacterial breakdown to make either co2 or inorganic sludge unless language needs to be dumped separately and then of course you want to make sure you aerate that so the treatment for the secondary treatment and bacteria speeds up and of course tertiary treatment is going to be to remove any of those excess pollutants stuff that
• 30:30 - 31:00 may not come out normally like those endocrine disruptors and persistent organic pollutants and then finally the final step for most of these sewage treatment plants tends to be some sort of a chemical treatment with disinfectant like chlorine or ozone or uv rays so here's your typical sewage treatment plant you start off at your home things may flush and then it goes to a pump station where the first step is your bar screen and then after the bar screen some places will save the biosolids and use it for maybe fertilizer or composting
• 31:00 - 31:30 others may take it into a digester where the sedimentation will build up and then it'll trickle down it'll get aerated so the bacteria can end up doing its job very well in secondary treatment and then tertiary treatment is going to have your clarifier get things out of there and then finally you're going to have uv treat treatment in this case to get your treated water back into a body of water of some sort and then nature does the rest so um you know a lot of people will get that confused and say oh well
• 31:30 - 32:00 you're just drinking that water straight and that's not true you end up it goes through a long process then it sits in a body of water where it can be filtered out as with nature as well so that's typically how it goes some sort of a water holding or area like that okay and then of course one of the last groups here in pollution is going to be ld50 okay the ld50 is a measure of finding out how toxic something is so the reason we use this is because we want to find out how toxic something can be that's going to kill 50 of the population or a
• 32:00 - 32:30 particular species um this is measured by comparison basically so like if i wanted to find out the ld50 of sugar that's going to be really high that's going to be like in kilograms for a person right they need literally kilos of sugar to die whereas if you're talking about cyanide that's going to be maybe micrograms that can kill someone okay so that's a good way to find out that cyanide is really toxic whereas sugar is mostly non-toxic unless you inject it into your veins and
• 32:30 - 33:00 at that point you probably just get diabetes so don't do that um and so you get typically you measure that by mass of the chemical to the body mass so you see it'll be like milligrams per kilogram right and then you see the dose response curve those are two different things students tend to mis mix those up the ld50 will calculate how much is going to be uh lost in a species right or a particular population how much can die the dose response is going to be how that effect is on the organism or
• 33:00 - 33:30 population overall so we can find out if more will survive if more will die if there'll be some adaptation or something so forth so it's not a matter of the same thing they sound the same because they say the word dose but it's dif it's different okay and then of course it's difficult to establish the effect of pollutants and human health because of the fact that it's synergistic the you know there are so many different pollutants that we just don't know how they all work together so that's more study that needs to get done but we do have some certain
• 33:30 - 34:00 connections that we are that are clear and that's going to be like dysentery that's caused by untreated sewage asbestos causes cancer that's going to be ozone and the troposphere causing respiratory issues and lung function uh interfering with that and so here's what an ld50 looks like an ld50 is going to show you so this is going to have 20 milligrams per kilo that can kill 50 percent of the population if this graph changes and that 50 matches up way lower then we know it's going to be a more toxic
• 34:00 - 34:30 chemical compared to the one that was 20. so that's how we do it it's a comparison of most things right just knowing the ld50 of one thing may tell you a lot but it'll tell you more if you can compare it to others that might be similar or dissimilar okay and then from here um looking at quick number of pathogens here climate's changing and that's causing things like mosquitoes which are vectors of those of disease to go all around in places they did not
• 34:30 - 35:00 go before typically unfortunately this ends up affecting lower income or high poverty areas and that's going to be places that lack basic sanitation they don't have drinking water and that's going to allow for the spread of diseases okay and so here's some human behaviors and human diseases you should know right so plague is carried by bacteria that typically goes a bacteria in the gut of a flea and that flea is carried by rats or mice and then tuberculosis is a bacterial infection of the lungs spread through coughing
• 35:00 - 35:30 and then you've got malaria which is spread through mosquitoes and that's a parasite okay that's an actual uh parasite called a plasmodium and then you get west nile virus which is a virus so there we've got bacteria we've got uh parasites and we've got viruses and then you get sars which is another virus that can cause viral pneumonia and then mers which is middle east respiratory system that one causes a respiratory disease or an ammonia-like symptoms as well and then recently zika has come along
• 35:30 - 36:00 and zika has become spread by mosquitoes and that's a virus as well but can also be spread through sexual contact and then cholera which is an older disease that one's a bacterial disease spread by infected water as well so lots of different things that we can do and our behaviors can change whether or not those are going to be those are going to be affecting us and so of course our mosquito tends to be our bad guy for the most part and the mosquitoes is spreading due to changes in climate
• 36:00 - 36:30 and the borders of warm areas spreading and then finally let's look at some legislation some laws you need to know right so the first law that regulates some of these things is obviously the clean water act that's going to regulate the discharge of pollutants in bodies of water can you do it can you not and who's who's responsible for it and then here's my favorite this is the comprehensive environmental response compensation liability act known as circlo or commonly known as the superfund
• 36:30 - 37:00 law not super fun but super fund it's a law that basically monitors toxic waste dumping and collects money to as a tax to clean up those sites so if nobody has uh responsibility or claim to a certain site they will uh that is what the law that will the epa will use to clean it up and monitor it and then the safe drinking water act that's going to establish a maximum contaminant level in your drinking water so all cities have to report um their
• 37:00 - 37:30 you know the amount of lead mercury uh bacterial colonies things like that and they establish the max amount before they can either find or regulate those more strict more stringent and then one you might hear of as well on the test or can use is the delaney clause this is a clause that's cause that leads the fda to ban food additives that have been known to cause cancer in humans or animals so kind of obscure one but one to know and then probably my favorite one here
• 37:30 - 38:00 is the resource conservation recovery act that's rikkra this one's commonly been known as the cradle-to-grave law basically this follows hazardous waste and sometimes non-hazardous waste from its creation to its uh disposal so this is meant to kind of circumvent and make sure we don't have to worry about the circla superfund law so that we can keep track of it now so this is for places that we don't know where the source came from this is for one where we can track it to prevent this from falling under and of course you want to make sure you
• 38:00 - 38:30 have nice clean clear drinking water and that's going to be the safe drinking water x so don't confuse those students tend to mix those up that's going to be for drinking water in your home that's going to be for environmental discharges of pollutants so keep those keep those straight that's always a confusing one for people and so let's look at the science practices quickly we've seen these before right we're looking at concepts we're looking at visuals text analysis scientific experiments data analysis math routines and of course
• 38:30 - 39:00 environmental solutions any of these can be tested in any unit some lend themselves more to one unit or another today we're going to be looking at data analysis a bit at visual representations and environmental solutions so let's look at a couple of examples of questions for those all right so let's get to it um here we have an example that i wrote i wanted to show you here so which of the following graphs best represents the ld50 of a toxic substance so
• 39:00 - 39:30 we have letter a here okay we have letter b letter c the letter d okay so let's take a look at these and see what we know so obviously we keep on checking with ourselves what's it asking for right it's asking for in this case the ld50 of a toxic substance so i want to look at some of the keywords of each one in just a minute each diagram is depicting a certain thing and telling us certain a certain story so what's the story behind it and then what's the key term so here i
• 39:30 - 40:00 would say that the key term is going to be ld50 so right there optimum range that might have something to do with toxicity so we'll think about that letter c its population size that might have to do with ld50 and then over here percent surviving like there's a lot of terms that might give it away here but i think the one that definitely gives it away is going to be your chemical so this is chemical v as i've dubbed it here and so in chemical being that's going to give me my dead giveaway
• 40:00 - 40:30 that this is going to be something with a substance a chemical of some sort this one over here is your survivorship curves this one over here is your exponential growth or j curve and that right there is your range of tolerance so don't let that fool you but what's cool about this question uh is that it's covering practice two but it's also a little bit of practice five and analyzing the data and of course our answer should be letter a that's going to be our ld50 because it shows that 50 it shows the low medium and high dosages
• 40:30 - 41:00 of a chemical and how much of it is eventually dying how much of that population is eventually dying at that dose so an easy one to find but you never know and all of these graphs will be tested on your ap exam so make sure to keep that in mind so now um we go over here what let's let's think about it we saw those practices it was two and five so what were those that's visual representations and data so keep those in mind and if you want to look at more on those topics and those graphs if you didn't
• 41:00 - 41:30 recognize them that's going to be looking at 2.4 3.3 and 3.4 and 3.5 so be sure to look at those so in this last portion here let's go over a free response question now yes so in this one we're looking at an example two so a simple um environmental solution one and so since 1900 there have been oil spills all around the world significant ecological and economic impacts so right there dead giveaway that's
• 41:30 - 42:00 telling us it's telling us we're gonna have to separate the two in our heads so keep that in mind so here's our graph showing all of the different oil spills um up till about 2010 right at least the major ones and so let's look at the question using the data determine the maximum volume of oil in the bp incident describe two environmental problems so right there that's a key trick environmental problems that can result from oil spills define identify one economic impact so
• 42:00 - 42:30 there you go see that that you knew right there when it tells you right at the beginning of the question what's going on and then chemical dispersants have been used um tell us a little bit about an advantage and a disadvantage of the dispersants and then identify a biological or a physical method other than dispersal that can clean up an oil spill in coastal waters and describe how that method is used and then those oil spills make up less than 20 percent of the oil in marine waters identify another source of oil contamination and how that enters marine
• 42:30 - 43:00 waters and then finally letter f here is petroleum has many other can be used as the raw material for other consumer goods identify a substitute for a petroleum product so here we're looking a little bit at a bunch of stuff but it's all related to oil so we can go from here and let's start answering so it says using the data above determine the maximum volume of estimated estimated to have spilled during the bp incident so here's our graph
• 43:00 - 43:30 now we have to look at the bp oil spill so that was deep water horizon in 2010 and we see the line goes right about here and then right about here now that's going to ask us to determine it using the graph and the bp so we're looking at the right one to make sure we know and then at that point we have to start looking at it and interpreting the graph so here they're going to ask they're going to answer allow an answer between 185 because that was the lower estimate and 199 so if you gave a number in
• 43:30 - 44:00 between there so if your answer was 192 million then you're good now here's another thing they would not give points if you didn't put the unit on here so always put units with that answer otherwise you uh with any answer because then you may end up losing points that you could have had and again if you want to learn a little more about oil spills you can check unit 8.2 on ap daily and then over here the next portions of it describe two environmental problems
• 44:00 - 44:30 and identify one economic impact so environmental problems are going to be having to do with think of animals and habitats right so look at their choices the answers that are good here birds oil can't float or fly nurseries feeding grounds habitats get destroyed so right there animals and habitats food webs can be disrupted more animals okay sunlight won't get to the lower levels of water more habitats and organisms by ingestion uh can be killed by that oil so or absorption of it
• 44:30 - 45:00 again more animals so good way to think of that when you see environmental animals or habitats how are they going to be affected for economic those can be either positive or negative so we'll give you a bunch of each but remember economic typically means money or jobs how is this going to bring us money or jobs and a lot of people won't say well you know an oil spill is good but there might be positives so here they are you can add to the economy from disaster relief because typically that's what happens you get disaster relief or even a settlement from the oil
• 45:00 - 45:30 company that made this bill happen and then you can get jobs from the cleanup you know more than volunteers will come in and you'll get actual people working to clean up and then from there our negatives are going to be of course that the cleanup cost is going to be very high that you're going to end up with tourism going down so that's going to reduce tourism jobs fishing may go down so fishing jobs and and money and of course money lost from the spilled oil itself and then again remember if you're asked
• 45:30 - 46:00 for one or two give your best answer don't try to pad your answer and you know do the thing where it's like i'll give my best for last no best first and only in apes okay so keep that in mind and then we're looking here okay maybe not sorry um at the next portions right letter d says chemical dispersants have been used how what's an advantage disadvantage of those identify one biological or physical method other than dispersal to clean up and so
• 46:00 - 46:30 let's see an advantage of a dispersant well the first advantages are it's going to break them up small droplets okay reduce toxicity it's going to be applied very quickly and it's going to slow the spread and of course protect some bird species okay now some disadvantages of this are the fact that you're not really getting rid of the oil you're just going to maybe damage underwater ecosystems because it could be toxic because it's a chemical you're adding more chemical to an oil spill and then it may end up increasing the
• 46:30 - 47:00 area by blowing away in the wind and of course oil just being dispersed it's basically being broke broken apart and send off more not actually removed so here are some more of the ways to remove that stuff biological there's only really one that's where you actually put in a microbe that's going to consume the oil or degrade it and then physical there's so many good choices here you can burn the oil which well that one's not a good choice but that's a choice that can be given right you can vacuum it up you can dredge it where you
• 47:00 - 47:30 drag the bottom you can give physical washing of certain things like rocks and animals you can absorb the materials with sponge sponge-like items or you can use booms which are going to be areas to contain the spill and then you can use skimming to actually scoop it up from the top because oil tends to float up there as long as it's not mixed too much it'll stay on top but the thing to remember here you're given a bunch of choices here that you can use for a good answer give your best one first always always always always
• 47:30 - 48:00 and then finally here our last portions here are explain how the oil from this source enters besides oil spills and identify one substitute for that so these are the different places you can get them from infrastructure from boats from natural seeps from automobiles or they can be intentionally dumped you don't get the point unless you explain here so that occurs during exploration it can leak from boat engines during the emptying of bilge tanks
• 48:00 - 48:30 you can end up with crude oil leaks oil from automobiles can be washed into water during storms and then it can be carried off with runoff so you don't get those points unless you uh identify and explain so a lot of people were saying can we use one word maybe but there's always more to it right then over here what's a substitute for a petroleum product basically anything made out of plastic can be can be substituted here so you can make paper bags instead of plastic you can say we're going to use corn based plastic water bottles or plant-based bottles you can use
• 48:30 - 49:00 bamboo or wood storage instead of plastic storage containers or use natural fibers because many of our clothing has plastic built into it now okay so um continuing that what were those practices let's think back right we had some disadvantages and advantages we looked at a graph so for sure we were looking at practices five and seven here okay so that's stuff to think about and take away on these so what should we
• 49:00 - 49:30 take away about the whole thing all right wrapping it up here um let's think about it and some stuff to remember obviously practice your topics and skills practice multiple choice look at those daily content videos there's so much content in this one you really should go back and look at it no matter what and then remember we're looking at expected to know with our skills our science practices let's include those when we think about what's it asking and then of course consider where an environmental law might work well they might ask it in a multiple choice
• 49:30 - 50:00 or to give an example of one that would apply in a free response so that's good to know and some key takeaways for this unit is obviously ap daily videos there's so much content right and then of course review that content and make sure that you look at the graphs and see what is being asked there's going to be a lot of visuals for these so and data analysis so make sure you're clear with those and of course for the free response put your best answer first that's what's going to get graded
• 50:00 - 50:30 and keep an eye on those laws and legislation we'll include some more tomorrow but you can see that and you'll see some how that works and then finally make sure let's see what you know right let's test you see if you were paying attention see if you did good and so here's our kahoot challenge right there's the link and the pin if you want to use that and then you can find the previous kahoots and some of the um uh guides for our already done videos on there and then finally please give us
• 50:30 - 51:00 feedback the more you let me know i can try to fill in more information on that last powerpoint and video tomorrow so thank you very much for being with us today i hope you got i hope this was helpful and i hope you got something out of it so thank you again very much and appreciate you for tuning in
• 51:00 - 51:30 you