Professional Documents
Culture Documents
edition
Global
Environment
Environment
of subjects and requirements, equipping students with the best possible
learning tools. This Global Edition preserves the cutting-edge approach FIFTH edition
and pedagogy of the original, but also features alterations, customization,
and adaptation from the North American version. Jay Withgott • Matthew Laposata
FIFTH edition
Withgott • Laposata
This is a special edition of an established title widely
used by colleges and universities throughout the world.
Pearson published this exclusive edition for the benefit
of students outside the United States and Canada. If you
purchased this book within the United States or Canada
you should be aware that it has been imported without
the approval of the Publisher or Author.
14 nvironmental Health
E
Our Planet of Life294 and Toxicology376
Extinction and Biodiversity Loss299
CENTRAL CASE STUDY
The Science Behind the Story:
Wildlife Declines in African Reserves 304 Poison in the Bottle:
Is Bisphenol A Safe? 377
Benefits of Biodiversity308
Conservation Biology: The Search
for Solutions312
Environmental Health378
The Science Behind the Story: Using
The Science Behind the Story:
Forensics to Uncover Illegal Whaling 318
Testing the Safety of Bisphenol A 380
Toxic Substances and Their
Effects on Organisms 385
12 F orests, Toxic Substances and Their
Forest Management, Effects on Ecosystems390
and Protected Areas324 Studying Effects of Hazards392
CONTENTS
19 F ossil Fuels,
The Oceans 439 Their Impacts, and
Marine and Coastal Ecosystems444 Energy Conservation536
The Science Behind the Story: CENTRAL CASE STUDY
Will Climate Change Rob Us of Coral Reefs? 446
Alberta’s Oil Sands and
Marine Pollution450 the Keystone XL Pipeline 537
The Science Behind the Story:
Predicting the Oceans’ “Garbage Patches” 452
Emptying the Oceans455 Sources of Energy538
Marine Conservation461 Fossil Fuels and Their Extraction542
The Science Behind the Story: Locating
17 tmospheric Science,
A Fossil Fuel Deposits Underground
Addressing Impacts of Fossil Fuel Use554
548
Air Quality, and
Pollution Control466 The Science Behind the Story:
Discovering Impacts of the Gulf Oil Spill 558
CENTRAL CASE STUDY Energy Efficiency and Conservation564
Clearing the Air in L.A.
and Mexico City 467
20 onventional Energy
C
Alternatives570
The Atmosphere468
CENTRAL CASE STUDY
Outdoor Air Quality474
Sweden’s Search for
The Science Behind the Story: Alternative Energy 571
Measuring the Health Impacts
8 of Mexico City’s Air Pollution 484
Appendix E
Geologic Time Scale E-1
Approaches to Waste Management628
Municipal Solid Waste629
The Science Behind the Story: Glossary G-1
Tracking Trash 638 Selected Sources and References
Industrial Solid Waste640 for Further Reading R-1
Hazardous Waste642
Credits CR-1
The Science Behind the Story:
CONTENTS
CENTR AL C A S E S T UDY
Ten of our 23
Central Case Studies are new to this edition, providing
a wealth of fresh stories and new ways to frame issues in
environmental science. Students will travel from Penn-
sylvania to Hawai‘i and from Africa to Japan as they
learn how debates over hydraulic fracturing, oil sands
extraction, air pollution, and wildlife conservation are
10 affecting people’s lives.
We have also retained the major features that made the first
Diverse end-of-chapter features Reviewing Objec-
tives summarizes each chapter’s main points and relates
four editions of our book unique and that are proving so suc-
them to the chapter’s learning objectives, enabling stu-
cessful in classrooms across North America:
dents to confirm that they have understood the most cru-
An emphasis on science and data analysis We have cial ideas and to review concepts by turning to specified
maintained and strengthened our commitment to a rig- page numbers. Testing Your Comprehension provides
orous presentation of modern scientific research while concise study questions on main topics, while Seeking
at the same time making science clear, accessible, and Solutions encourages broader creative thinking aimed at
engaging to students. Explaining and illustrating the finding solutions. “Think It Through” questions place
process of science remains a foundational goal of this students in a scenario and empower them to make deci-
endeavor. We also continue to provide an abundance of sions to resolve problems. Calculating Ecological Foot-
clearly cited data-rich graphs, with accompanying tools prints enables students to quantify the impacts of their
for data analysis. In our text, our figures, and numerous own choices and measure how individual impacts scale
print and online features, we aim to challenge students up to the societal level.
and to assist them with the vital skills of data analysis and
interpretation.
MasteringEnvironmentalScience
An emphasis on solutions For many students, today’s
deluge of environmental dilemmas can lead them to With this edition we are thrilled to offer expanded opportu-
believe that there is no hope or that they cannot person- nities through MasteringEnvironmentalScience, our powerful
ally make a difference in tackling these challenges. We yet easy-to-use online learning and assessment platform. We
have aimed to counter this impression by highlighting have developed new content and activities specifically to sup-
innovative solutions being developed around the world. port features in the textbook, thus strengthening the connec-
While being careful not to paint too rosy a picture of the tion between these online and print resources. This approach
challenges that lie ahead, we demonstrate that there is encourages students to practice their science literacy skills in
ample reason for optimism, and we encourage action. an interactive environment with a diverse set of automatically
Our campus sustainability coverage (Chapters 1 and 24) graded exercises. Students benefit from self-paced activities
shows students how their peers are applying principles that feature immediate wrong-answer feedback, while instruc-
and lessons from environmental science to forge sustain- tors can gauge student performance with informative diagnos-
able solutions on their own campuses. tics. By enabling assessment of student learning outside the
classroom, MasteringEnvironmentalScience helps the instruc-
Central Case Studies integrated throughout the tor to maximize the impact of in-classroom time. As a result,
text. We integrate each chapter’s Central Case Study both educators and learners benefit from an integrated text and
into the main text, weaving information and elaboration online solution.
throughout the chapter. In this way, compelling stories
about real people and real places help to teach founda- New to this edition Informed by instructor feedback and
tional concepts by giving students a tangible framework instructors’ desires for students to leave their environmental
with which to incorporate novel ideas. We are gratified science course with a mastery of science literacy skills, the
that students and instructors using our book have so con- following are additions to MasteringEnvironmentalScience.
sistently applauded this approach, and we hope it con- The first three were created specifically for the fifth edition
by our textbook’s co-author Matthew Laposata:
12
13
Peter van Walsum, Baylor University; Callie A. Vanderbilt, San Juan College;
Elichia A. Venso, Salisbury University; Rob Viens, Bellevue Community Col- Kingwood College; Diane Sklensky, Le Moyne College; Mark Smith, Fullerton
lege; Michael Vorwerk, Westfield State College; Caryl Waggett, Allegheny College; Patricia Smith, Valencia Community College East; Sherilyn Smith,
College; Maud M. Walsh, Louisiana State University; Daniel W. Ward, Le Moyne College; Jim Swan, Albuquerque Technical Vocational Institute;
Waubonsee Community College; Darrell Watson, The University of Mary Har- Amy Treonis, Creighton University; Darrell Watson, The University of Mary
din Baylor; Phillip L. Watson, Ferris State University; Lisa Weasel, Portland Hardin Baylor; Barry Welch, San Antonio College; Susan Whitehead, Becker
State University; Kathryn Weatherhead, Hilton Head High School; John F. College; Roberta Williams, University of Nevada–Las Vegas; Justin Williams,
Weishampel, University of Central Florida; Peter Weishampel, Northland Sam Houston University; Tom Wilson, University of Arizona.
17
18
Foundations of
Environmental Science
20
C H A P T E R 1 • S C I E N C E A N D S U S TA I N A B I L I T Y: A N I N T R O D U C T I O N T O E N V I R O N M E N TA L S C I E N C E
around us. It includes the continents, oceans, clouds, and ice substances and energy sources that we take from our environ-
caps you can see in the photo of Earth from space, as well ment and that we need in order to survive.
as the animals, plants, forests, and farms that comprise the Natural resources that are replenished over short periods
landscapes surrounding us. In a more inclusive sense, it also are known as renewable natural resources. Some renewable
encompasses the structures, urban centers, and living spaces natural resources, such as sunlight, wind, and wave energy, are
that people have created. In its broadest sense, our environ- perpetually renewed and essentially inexhaustible. In contrast,
ment includes the complex webs of social relationships and nonrenewable natural resources, such as minerals and crude
institutions that shape our daily lives. oil, are in finite supply and are formed much more slowly than
People commonly use the term environment in the first, we use them. Once we deplete a nonrenewable resource, it is
most narrow sense—to mean a nonhuman or “natural” world no longer available.
apart from human society. This usage is unfortunate, because We can view the renewability of natural resources as a
it masks the vital fact that people exist within the environment continuum (FIGURE 1.1). Renewable resources such as timber,
and are part of nature. As one of many species on Earth, we water, and soil renew themselves over months, years, or dec-
share with others the same dependence on a healthy, function- ades, and can be depleted if we use them faster than they are
ing planet. The limitations of language make it all too easy replenished. For example, pumping groundwater faster than
to speak of “people and nature,” or “humans and the envi- it is restored can deplete underground aquifers and turn lush
ronment,” as though they were separate and did not interact. landscapes into deserts. Populations of animals and plants we
However, the fundamental insight of environmental science harvest from the wild may vanish if we overharvest them.
is that we are part of the “natural” world and that our interac-
tions with the rest of it matter a great deal.
We rely on ecosystem services
Environmental science explores our If we think of natural resources as “goods” produced by nature,
then it is also true that Earth’s natural systems provide “ser-
interactions with the world vices” on which we depend. Our planet’s ecological systems
Understanding our relationship with the world around us is purify air and water, cycle nutrients, regulate climate, polli-
vital because we depend utterly on our environment for air, nate plants, and receive and recycle our waste. Such essential
water, food, shelter, and everything else essential for living. services are commonly called ecosystem services. Ecosystem
Moreover, we modify our environment. Many of our actions services arise from the normal functioning of natural systems
have enriched our lives, bringing us better health, longer and are not meant for our benefit, yet we could not survive
life spans, and greater material wealth, mobility, and leisure without them. Later we will examine the countless and pro-
time—yet they have also often degraded the natural systems found ways that ecosystem services support our lives and civi-
that sustain us. Impacts such as air and water pollution, soil lization (pp. 134–135, 170, 308).
erosion, and species extinction compromise our well-being Just as we may deplete natural resources, we may
and jeopardize our ability to build a society that will survive degrade ecosystem services. This can occur when we deplete
and thrive in the long term. resources, destroy habitat, or generate pollution. In recent
Environmental science is the study of how the natu- years, our depletion of nature’s goods and our disruption of
ral world works, how our environment affects us, and how nature’s services have intensified, driven by rising affluence
we affect our environment. We need to understand how we and a human population that grows larger every day. 21
Figure 1.1 Natural resources lie along a continuum from perpetually renewable to nonrenewable.
Perpetually renewable, or inexhaustible, resources such as sunlight and wind energy (left), will always be there
for us. Renewable resources such as timber, soils, and fresh water (center) may be replenished on intermediate
time scales, if we are careful not to deplete them. Nonrenewable resources such as oil and coal (right) exist in
limited amounts that could one day be gone.
Population growth amplifies our impact produced more food to meet their nutritional needs and began
having more children.
For nearly all of human history, fewer than a million people The second notable phenomenon, known as the industrial
populated Earth at any one time. Today our population has revolution, began in the mid-1700s. It entailed a shift from rural
grown beyond 7 billion people. This means that for every one life, animal-powered agriculture, and handcrafted goods toward
person who used to exist, several thousand people exist today! an urban society provisioned by the mass production of factory-
FIGURE 1.2 shows just how recently and suddenly this dramatic made goods and powered by fossil fuels (nonrenewable energy
change has come about. sources including oil, coal, and natural gas; pp. 542–544).
Two phenomena triggered our remarkable increase in Industrialization brought technological advances and improve-
population size. The first was our transition from a hunter- ments in sanitation and medicine, and it enhanced agricultural
gatherer lifestyle to an agricultural way of life. This change production through the use of fossil-fuel-powered equipment
began around 10,000 years ago and is known as the agricultural and synthetic pesticides and fertilizers (pp. 236, 265).
r evolution. As people began to grow crops, domesticate ani- The factors driving population growth have brought us
mals, and live sedentary lives on farms and in villages, they better lives in many ways. Yet as our world fills up with peo-
ple, population growth has begun to threaten our well-being.
We must ask how well the planet can accommodate 7 billion
7
of us—or the 9 billion forecast by 2050. Already our sheer
numbers, unparalleled in history, are putting unprecedented
Human population (billions)
6
stress on natural systems and the availability of resources.
5
4
Resource consumption exerts social
Agricultural 3
revolution and environmental pressures
2
Industrial Besides stimulating population growth, industrialization
revolution 1 increased the amount of resources each one of us consumes. As
0 we mined energy sources and manufactured ever-greater num-
10,000 yr 0 500 1000 1500 2000 bers of goods, we enhanced the material affluence of many of
before present
the world’s people. In the process, however, human society has
Year consumed more and more of the planet’s limited resources.
Figure 1.2 The global human population increased after the One way to quantify resource consumption is to use the
agricultural revolution and then skyrocketed as a result of concept of the “ecological footprint,” developed in the 1990s by
the industrial revolution. Data compiled from U.S. Census Bureau, U.N. environmental scientists Mathis Wackernagel and William Rees.
22 Population Division, and other sources. An ecological footprint expresses environmental impact in terms
0.8
0.6
Ecological footprint
0.4
0.2
0
1960 1970 1980 1990 2000
Year
C H A P T E R 1 • S C I E N C E A N D S U S TA I N A B I L I T Y: A N I N T R O D U C T I O N T O E N V I R O N M E N TA L S C I E N C E
How much larger is the global ecological footprint today
than it was half a century ago?
24
"Minä olen ollut perillä sinusta koko ajan, Lattimer. Olen pitänyt
silmällä sekä sinua, että Miss Hamiltonia koko ajan kun hän on ollut
talossasi. Näin sinun lähettävän Denverin etelään Miss Hamiltonin
tulon edellisenä päivänä, kuljettaen kuormastoa, jota aioit käyttää
konnuuksiisi Panya Cachissa. Olin vähällä eksyä jäljiltäsi, kun läksit
eilen illalla, mutta löysin ne jälleen ja olen nyt tässä sanomassa
sinulle, että sinä et vie tätä tyttöä kanssasi!"
Kuudeskolmatta luku.
Seitsemäskolmatta luku.
Kahdeksaskolmatta luku.
Lin Murray oli nukkunut rauhallisesti Cole Meederin ja toisten
Starin miesten askaroidessa Brannonin kanssa. Harmahtavat kasvot
taivasta kohti oli hän uneksinut sängyssään, sillä aikaa kuin Brannon
oli näyttänyt Starin miehille todistuskappaleitaan Les Artwellin
vierailusta Triangle L:n tallissa. Eikä hän ollut herännyt edes silloin,
kun Brannon oli ratsastanut pois Meederin ja hänen miestensä
vartioimana.
"Huh."
Murray oli mennyt maata vaatteet yllä ja hän pyörähti nyt istumaan
sängyn laidalle ja katseli ihmeissään Bettyä.
"Odota hetkinen", sanoi hän otsaansa rypistäen. "Koetetaanpa
saada kysymykset selviksi. Perhana!" huudahti hän, huomaten nyt
vasta Bettyn tavattoman kiihtymyksen. "Arvaan, että jotakin on
tapahtunut!"
"Minä olen koko ajan tiennyt, että jotakin oli hullusti", selitti hän,
vetäessään vyötä tiukemmalle. "Aina siitä saakka, kun näin
Brannonin taluttavan tuota Lazy L:n hevosta etelään, olen ihmetellyt
—."
"Lazy L:n hevosta, niin", toisti Murray. "Samana päivänä kuin Miss
Hamilton lähti, näin minä Brannonin taluttavan Lazy L:n hevosta
tuolla tallin viereisen vajan luona. Minun ja Brannonin piti lähteä
ratsastamaan miesten luo etelään sinä aamuna ja minä nukuin liian
pitkään. Brannon meni tästä ohi, kun minä hommasin vähän ruokaa
itselleni. Hän meni talliin. Näin hänen hoitelevan erästä vierasta
hevosta joka oli satuloitu. Otin isäsi antaman kaukoputken ja näin
että hevosella oli Lazy L:n polttomerkki.
Kun Brannon ennätti Ben Whitmanin luo, putosi tämä hiljaa hänen
käsivarsilleen. Starin miehet olivat aivan hänen takanaan ja yhdessä
he sitten kantoivat hänet kuistille, johon he hänet oikaisivat ja sitoivat
hänen haavansa.
"Hän on menettänyt paljon verta", sanoi hän, "ja hän on sen vuoksi
perin voimaton. Luulen olevan parasta, että joku pojista lähtee
tuulena kaupunkiin hakemaan lääkäriä. Artwell ei tarvitse lääkäriä",
lisäsi hän kulmiaan rypistäen.
"Hän näytti minusta siltä", sanoi hän. "Ja kun hän lähtee tällä
tavalla, on se hieman helpompaa — hänen äidilleen. Antakaa hänen
—" Hän pysähtyi ja huomasi, että hänen keskeneräinen pyyntönsä
oli aiheuttanut täydellisen hiljaisuuden ja että kaikki katsoivat
hämmästyneinä häneen.
"Luulenpa, ettette pojat tienneet, että Lesillä oli äiti", sanoi hän ja
nyt hänen katseensa oli kohdistunut Betty Lawsoniin, joka oli
laskeutunut satulasta, ja tullut kyllin lähelle, jotta hän saattoi hyvin
kuulla hänet.
"Lesilla oli äiti, todellakin", lisäsi hän, katsoen Bettyyn. "Les oli vain
niin kateellinen ja itsepäinen, ettei hän tahtonut hänestä paljoakaan
puhua. Hänen äitinsä on minunkin äitini. Hän on minun velipuoleni.
Les on vaikeasti haavoittunut, Betty. Hän kuolee, varmasti. Äiti ei
olisi tahtonut, että Les olisi tullut hirtetyksi. Luulen että Les puhuisi,
jos koettaisitte häntä virkistää hieman. Hän yritti sitä koko ajan
matkalla tänne."
Kolmaskymmenes luku.
Muutos, jonka hän vaistosi, koski vain häntä itseään ja nyt hän
äkkiä ymmärsi kaiken. Hän oli kuvitellut palvelevansa aatteita ja oli
koettanut muovailla niitten mukaisiksi aineksia, jotka Luoja jo oli
valmiiksi muodostanut. Hän oli koettanut, mutta oli epäonnistunut.
Hän oli vain itsepäinen, oman itsensä harhaanjohtama tyttö, joka ei
tahtonut kuulla kokemuksen puhuvan.