Week 1 discussion
DQ1 Choose an environmental issue from your textbook, or
from your own personal experience, and explain how this environmental issue
directly affects you. What is the role of environmental science in addressing
this issue? What challenges do you believe are the obstacles that would hinder
the recommendations of environmental scientists to address this environmental
issue from being successfully implemented?
DQ2 Use the topic material "What's My Carbon
Footprint" to determine your personal footprint. Report the result of your
personal footprint assessment. What factors do you think had the most effect on
your footprint? What can you do to change your footprint? (Note: For those
students using a Screen Reader refer to the Directions for Screen Reader
Users.)
Week 2 discussion
DQ1 View the Biome Explorer in the topic materials. Click on
an ecosystem and a scenario. How might this scenario affect the genetic
diversity of the population? Would this be good or bad for the population? Then
explain another topic (not listed in the scenarios) that can impact a species
population within the ecosystem. Why?
DQ2 Select an example of a global biome and an example of an
ecosystem found in that global biome (grassland, forest, desert). What kind of
animals and plants would you expect to make up that ecosystem? Provide one
symbiotic relationship example within your selected ecosystem (such as
mutualism, commensalism, and predator prey).
There are different types of relationships:
Mutualism – Individuals of both species benefit (i.e.,
ox-pecker, a type of bird, eating parasites from rhinoceros)
Parasitism – Individuals of one species feed from
individuals of the other species, causing them harm without necessarily killing
them (e.g., tape worm, ticks, bot flies). This also is sometimes grouped with
predation because both are consumption.
Predation – Individuals of one species kill and consume
individuals of the other species.
Commensalism – Individuals of one species benefit, but the
other is not hurt or harmed (e.g., a bird nest in a tree doesn't hurt the tree,
a scavenger that eats the left overs that have been abandoned by a predator).
Competition – Individuals of both species use either the
same food, water, or shelter type, so they are competing with each other like a
sports game.
Week 3 discussion
DQ1 Refer to the section “Population Growth and the
Environment” in the textbook. What are the factors that influence the size of
the human population? How does population size and structure impact a country’s
economy?
DQ2 There are many different ways toxins are introduced into
the environment. Using the textbook or another authoritative source chose a
toxin that people can be exposed to and answer the following questions:
What is the toxin and what is it primarily used for?
How are people exposed and what are the potential problems?
How can toxin exposure be prevented or what are known
obstacles to prevention?
Week 4 discussion
DQ1 In farming there are best practices to have a successful
crop and protect the environment. What is one way farmers are protecting the
environment? What is one way farmers could harm the environment?
DQ2 Genetically modified organisms (GMOs) have potential
benefits and consequences. Answer the
following questions.
What is one benefit of GMO?
What is one potential problem with GMO?
Which side of the argument do you find more persuasive and
why?
Make sure to support your answers with authoritative sources
such as the textbook or other readings.
Week 5 discussion
DQ1 What is the difference between endangered, threatened,
and extinct species? How would you
balance the concerns of these species while focusing on cost first? What are some of the areas that would need to
be prioritized?
DQ2 Trying to balance human needs and wants with biological
considerations requires resource management - looking at land management,
species preservation, and resource use. What can individuals and resource
managers do to meet the demands of multiple use? Be sure to refer to your book
for ideas.
Week 6 discussion
DQ1 Read the “Sunset Crater Volcano” article from the
National Park Service, and the “Sunset Crater Volcano” article from Arizona
Geology.
Based on the articles and your understanding of ecosystems
and populations from this course, explain the following:
How do volcanoes destroy ecosystems?
How do volcanoes rejuvenate ecosystems?
What is another geological risk that could have positive and
negative impacts? Why?
DQ2 Drilling for oil in the Arctic, off the coast of
California, and in the Gulf of Mexico is a controversial issue. Based on the
2010 British Petroleum (BP) oil spill in the Gulf of Mexico, provide reasons
both for drilling and against drilling in these locations. Which side of the
argument do you find more persuasive? Why?
Week 7 discussion
DQ1 Read the topic material “Drinking Water Treatment.” The
reading explains a typical water treatment process for tap water.
With this knowledge please obtain a water quality report
from your local municipality within the last two years.
Post a short description of what you found.
What are your thoughts about your tap water after reading
the report you obtained?
If you were in charge of your local municipality, and the
report indicated organic impurities within the water supply, what technique (s)
for water management (water pollution control, remediation, or water
legislation) would you employ to address this problem?
DQ2 Describe the hydrologic cycle and various methods of
water use and management. What changes might occur in the hydrologic cycle if
our climate were to warm up or cool down significantly?
Week 1
assignment
Scientific Method Matching Exercise
Complete the "Scientific Method Matching Exercise
Resource."
GCU style is not required, but solid academic writing is expected.
You are not required to submit this assignment to Turnitin.
Scientific Method Matching Exercise Resource
In Part I, match each example from Column 2 with the correct
step of the scientific method in Column 1. Explain the reasoning for your
choice in Part II.
Part I
Column 1: Scientific Method Steps
___ Observe
___ Ask a question
___ Create a hypothesis
___ Conduct an experiment
___ Collect data
___ Interpret results
___ Report results Column
2: Examples of Tasks
a) A scientist, based on his observation
of the pond, believes that if a pond is exposed to the waste of an industrial
plant, then the growth of algae will be accelerated.
b) In her laboratory, a scientist pours
a vial of waste water, collected from the industrial plant, and adds it to a dish
containing pond water. A second dish (the control dish), containing the same
pond water, does not receive the waste water sample.
c) A scientist wonders if the waste
water emitted from an industrial plant is accelerating the growth of algae in a
pond.
d) After five days, the scientist
measures the amount of algae present in each dish.
e) The scientist submits his findings
to a scientific journal.
f) After the data is collected, the
scientist discovers that the dish containing both the pond water and waste
water had more than twice the amount of algae than the control dish.
g) A scientist observes that a pond
adjacent to an industrial plant has heavier algae growth than ponds farther
away.
Part II
Explain why you believe the "Examples of Task"
(Column 2) that you selected is an example of the corresponding
"Scientific Method Steps" (Column 1).
1) The
"Examples of Tasks" I selected for the Scientific Method Step:
"Observe", is accurate because:
2) The
"Examples of Tasks" I selected for the Scientific Method Step:
"Ask a question" is accurate because:
3) The
"Examples of Tasks" I selected for the Scientific Method Step:
"Create a hypothesis" is accurate because:
4) The
"Examples of Tasks" I selected for the Scientific Method Step:
"Conduct an experiment" is accurate because:
5) The
"Examples of Tasks" I selected for the Scientific Method Step:
"Collect data" is accurate because:
6) The
"Examples of Tasks" I selected for the Scientific Method Step:
"Interpret results" is accurate because:
7) The
"Examples of Tasks" I selected for the Scientific Method Step:
"Report results", is accurate because:
Week 2
assignment
Trophic Pyramid
In this assignment, you will be creating a trophic pyramid,
also known as an "ecological pyramid," for a specific ecosystem
within a biome you choose. Your completed trophic pyramid will be used to
identify the trophic levels within the food web, as well as their effects on
the ecosystem.
Utilize the "Trophic Pyramid PDF," to complete
this assignment. This resource can be accessed through the assignment or within
the Biome Explorer. Always save the PDF to your computer prior to typing within
the fields. Failure to initially save the document can result in the loss of
work upon closing.
Select a biome and a specific ecosystem within that biome.
Select an ecosystem from an area of interest to you. When choosing an
ecosystem, be specific. For help differentiating between biomes and ecosystems,
review the "Biome Explorer" and the “Biomes and Ecosystems
Infographic” found in the topic materials. You are encouraged to use these
resources but do not cite them.
You will complete the trophic pyramid by entering the names
of the species found in the ecosystem you have selected, that belong to the
various trophic levels (e.g., apex predators, tertiary consumers, secondary
consumers, primary consumers, and primary producers).
Utilize credible sources to select and research your chosen
ecosystem, including the textbook and the Internet. These sources must be peer
reviewed and cited.
Use the completed trophic pyramid, as well as the
information you have researched, to answer the questions within the document.
There is a 50 word minimum requirement per question.
Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.
You are not required to submit this assignment to Turnitin.
Name: __________________________________
Date: __________________________________
Apex Predator
Tertiary Consumers
Secondary Consumers
Primary Consumers
Primary Producers
TROPHIC PYRAMID
Directions:
Select a biome and a specific ecosystem within that biome.
Select an ecosystem from an area of interest to you.
When choosing an ecosystem, be specific. For help
differentiating between biomes and ecosystems, review the “Biome Explorer” and
the “Biomes and Ecosystems Infographic” found in the topic materials. You are
encouraged to use these resources but do not cite them.
Complete the trophic pyramid by entering the names of the
species found in the ecosystem you have selected, that belong to the various
trophic levels.
Utilize credible sources to select and research your chosen
ecosystem, including the textbook and the Internet.
These sources must be peer reviewed and cited (on page 3).
Enter the name of a biome.
Choose an ecosystem within your selected biome.
1
TROPHIC PYRAMID
Directions continued:
Use the completed trophic pyramid, as well as the
information you have researched, to answer the questions. There is a 50 word
minimum requirement per question.
1.Of the primary producers you selected, which one do you
think has the biggest influence on the ecosystem youresearched? Explain.
2.What species did you select for the apex predator? Explain
the importance of the apex predator’s effect on the otherspecies in your tropic
pyramid.
3.How did the amount of energy gained compare to the amount
of energy lost as heat at the 2nd–4th trophic levels?
4.
Referring to your completed trophic pyramid template, select
one species. Make sure to select a different species than the other species of
the ecosystem?
Name: __________________________________
Date: __________________________________
2
those used within questions 1 or 2. If this species was
removed from your trophic pyramid, what would be the impact on
TROPHIC PYRAMID
Questions continued:
5. Can efforts to save a species from extinction be
successful if the focus of preservation is only on that species? Explain
your answer.
6. Considering the amount of energy required in producing
animal-based foods and goods, should humans change their
habits so they consume products closer to the bottom of the
trophic pyramid? Provide rationale for your response.
This assignment requires a minimum of two peer reviewed
references to be included.
References: Please cite your sources using the text box
below. Sources must be peer reviewed and properly cited.
Do not cite the biome explorer or infographic.
Name: __________________________________
Date: __________________________________
© Copyright 2016. Grand Canyon University. All Rights
Reserved.
Week 3
assignment
During this course, many environmental issues will be
examined in detail. The Final Report is a project that will give you an
opportunity to focus on an area of interest to you. You will research and write
an essay on an environmental issue position. The research essay will be written
in stages with different assignments/tasks throughout this course.
To successfully complete Part 1, do the following:
Identify one environmental issue that has affected you or
someone you know. The issue you choose will be the topic for your Final Report.
For help in selecting topics, refer to the "Suggestions for Environmental
Topics."
Complete the Final Report: Part 1 Outline as specified in the
directions.
Write a complete introductory paragraph.
A minimum of three peer-reviewed resources are required.
Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.
You are not required to submit this assignment to Turnitin.
Suggestions for
Environmental Topics
Choose one of the topics below for your final report.
Note, please make your position obvious, however, you should
avoid personal pronouns in academic writing (i.e. I, me…)
• Oil
drilling in the Arctic National Wife Refuge (ANWR) (for or against)
• The
deforestation issue: Rainforests and ecological sustainability versus economic
growth
• Renewable
energy vs. nonrenewable energy
• Deforestation
(for or against)
• Genetically
modified food (for or against)
• Organic
food (for or against)
• Overpopulation
(for or against): Focus on environmental impacts!
• Wild fish
versus farmed fish
• Controlled
forest fires and how healthy they are for the environment and people
• Bottled
water (for or against)
• Throw
away life style (for or against)
• Hydraulic
fracturing (for or against)
• Nuclear
power (for or against)
• Animal
factory farming: example: CAFOs (for or against)
• Recycling
(for or against)
• Hybrid or
Electrical Cars (for or against)
• Captive
Populations: example: zoos, aquariums, etc. (for or against)
• Investing
in “Glamorous Species” (for or against)
Final Report: Part 1 Outline
Directions: For Part 1, you are required to write a complete
introductory paragraph using the outline below. For the second, third, and
fourth paragraphs, you need to write complete sentences that show the basic
outline for the essay. By completing this outline, you will have a guide to
refer to when finalizing your report.
Introductory Paragraph (Identify the thesis statement and
write a complete paragraph explaining the topic in general.)
Thesis Sentence:
Paragraph:
Paragraph 2: Position (Write a topic sentence that supports
your thesis and provides a transition between the paragraphs. Then, record at
least three details that provide support for the topic sentence.)
Topic Sentence:
Detail A:
Detail B:
Detail C:
Paragraph 3: Opposition (To present a fair argument you need
to research and outline some of the common positions that dispute your position
(i.e. if you are for chocolate for your position, here you would be writing why
chocolate is bad). Write a topic sentence that supports your thesis and
provides a transition between the paragraphs. Then, record at least three
details that provide support for the topic sentence.)
Topic Sentence:
Detail A:
Detail B:
Detail C:
Paragraph 4: Rebuttal (In the final paragraph you will make
a case as to why your position is correct versus the opposing position.
Essentially, you will defend your side of the argument using examples and
evidence to discount the opposition. Write a topic sentence that supports your
thesis and provides a transition between the paragraphs. Then, record at least
three details that provide support for the topic sentence.)
Topic Sentence:
Detail A:
Detail B:
Detail C:
Conclusion: (Record a concluding sentence below. This should
be your thesis restated in different words.)
Concluding Sentence:
References
Grand Canyon University. (Ed.). (2015). Environmental
Science: The Human Impact on Natural Resources. Retrieved from:
http://gcumedia.com/digital-resources/grand-canyon-university/2015/environmental-science_the-human-impact-on-natural-resources_ebook_1e.php
Start your next reference here. Try to reference the
textbook. If you end up not using the textbook be sure to delete the reference
above. Also make sure to delete these instructions.
Week 4
assignment
Complete the assignment “Man vs Nature” as directed by your
instructor.
GCU style is not required, but solid academic writing is
expected.
You are not required to submit this assignment to Turnitin.
Man vs. Nature
This week we are discussing Genetically Modified Foods and
just like any product available there are pros and cons. This will be a
hands-on assignment that will require you visit a grocery store to compare and
contrast Genetically Modified and Organic produce. Be sure to select the same
type of fruit or vegetable to compare and contrast. You are not required to buy
the product!
Note: You may ask a store employee for help to identify
which produce is organic and which is a GM (conventional).
Student name:
What fruit or vegetable are you comparing?
Genetically
Modified Organic
Price
Availability (quantity)
Characteristics:
• Color
• Size
• Smell
• Weight
Where was it grown/imported from (country, state, etc.)?
Where were observations made (farmers market, Walmart,
etc.)?
Short Answer Questions (Minimum of 250 words each)
1. What are
the some of the arguments for labeling GM foods? What are some of the arguments
against it? What side do you feel is
more valid, why? Provide at least one
source per argument (one for and one against) to support your claims.
2. What are
some ethical concerns or benefits of using GMOs based on the Christian
Worldview? (Refer to “Here’s What Religious Experts Have to Say About Faith and
GMOs” for help answering this question.)
Week 5
assignment
Human Impacts on the Rainforest-Past and Present
Complete the assignment “Human Impacts on the
Rainforest-Past and Present” as directed by your instructor.
While GCU format is not required for the body of this
assignment, solid academic writing is expected, and documentation of sources
should be presented using GCU formatting guidelines, which can be found in the
GCU Style Guide, located in the Student Success Center.
You are not required to submit this assignment to Turnitin.
Human Impacts on the Rainforest-Past and Present
Directions: For each period below, provide the amount of
trees per acre and rate of destruction (or improvement if that is the case).
Fill in the remaining portions of the chart. Be sure to include at least three
academic sources (please do not use blogs or Wikipedia). For maximum points,
include detailed information, include units, and include citations.
Rainforest 20
Years Ago 10 Years Ago Present Condition Reasons for decline (ex: agriculture, logging, mining,
ranching, urbanization, etc.) Animals
affected by deforestation and current plans to improve numbers
Amazon Rainforest
Australian Rainforest
Congo Rainforest
Student Name:
Short Answer Questions (Minimum of 250 words each)
1. Not all
harvesting of trees is a problem. If done sustainably, it gives a communities
reason to maintain the forests, rather than clear them. What are two ways that trees are sustainably
harvested? How can you as a consumer
support sustainable harvesting?
2. What are
two ways you can help raise awareness for a species that has become endangered
due to deforestation? Use complete sentences.
References
Week 5
assignment
CLC - Conservation Presentation
This is a Collaborative Learning Community (CLC) assignment.
Select an endangered species and create a 15-slide
PowerPoint that outlines the following:
Explain the causes for the decline of this species; include
statistics that demonstrate the decline of the species, when available.
Explain how human activities may have affected the species.
Provide information on current efforts by conservationist to
preserve this endangered species. Include information on how conservationists
are taking into account preserving the entire ecosystem of the endangered
species.
One slide should include a sample picture that could be used
for a marketing campaign to save the endangered species.
List a minimum of four peer reviewed references on the last
slide according to the guidelines found in the GCU Style Guide, located in the
Student Success Center.
Include speaker notes throughout the presentation slides.
Note: Each student is to include their name in the notes
section of the slides that they worked on.
While GCU style format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using GCU documentation guidelines, which can be
found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.
You are not required to submit this assignment to Turnitin.
Week 6
assignment
Global Warming Essay
Write a 500-750 word essay about global warming that
addresses the following points:
What is the concept of global warming (include the role of
the greenhouse effect and greenhouse gases)?
Describe how human activities impact global warming
Explain one large scale (country/business level) and one
small scale (individual level) effort to reduce global warming.
Remember to support your data and information with
appropriate citations. A minimum of two references must be included.
Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to Turnitin.
Please refer to the directions in the Student Success Center.
Week 7
assignment
Final Report Part 2
Using the work you completed in Part 1, write your final
research report, which should be a minimum of 1,000-1,250-words.
Create your conclusion paragraph using your final report
outline. Make revisions based on any feedback, comments and/or proofreading you
received in the final report outline related to this section.
Remember to support your data and information with
appropriate citations.
A minimum of six peer-reviewed references must be included.
These include the resources from Part 1.
Prepare this assignment according to the guidelines found in
the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric
prior to beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to Turnitin.
Refer to the directions in the Student Success Center
Week 1
Participation Activity 1
Science or Sensationalism?
Public perception often becomes the gateway to innovation
and change. Therefore, and seemingly more now than ever, the media, private
companies, and even public organizations may present information that contains
political agendas, slanted/biased viewpoints, misleading statistics, or even blatant
propaganda, in an effort either to influence popular opinion, or to further
bolster the conventional beliefs and convictions of their target audience.
Read “Thoughts on the "Scientific Method": Part 1
- Ignorance Through Inconsistency” and “Thoughts on the Scientific
Method": Part 2 - Frequentist Fecklessness,” located within the required
readings.
How would you classify these articles-are they creditable,
factual, unbiased, etc., and why or why not? How could these environmental
articles be used positively and negatively? Make sure your reasoning and
examples differ from those that have already been posted.
Note: This activity will count for part of your
participation points. Responses should be in complete sentences and a minimum
of 100 words.
Week 3
Participation Activity 2
Science or Sensationalism?
Public perception often becomes the gateway to innovation
and change. Therefore, and seemingly more now than ever, the media, private
companies, and even public organizations may present information that contains
political agendas, slanted/biased viewpoints, misleading statistics, or even
blatant propaganda, in an effort either to influence popular opinion, or to
further bolster the conventional beliefs and convictions of their target
audience.
Read “Malthus and His Ghost” and “Story of Stuff,” located
within the required readings.
How would you classify these articles-are they creditable,
factual, unbiased, etc., and why or why not? How could these environmental
articles be used positively and negatively? Make sure your reasoning and
examples differ from those that have already been posted.
Note: This activity will count for part of your
participation points. Responses should be in complete sentences and a minimum
of 100 words.
Week 4
Participation Activity 3
Science or Sensationalism?
Public perception often becomes the gateway to innovation
and change. Therefore, and seemingly more now than ever, the media, private
companies, and even public organizations may present information that contains
political agendas, slanted/biased viewpoints, misleading statistics, or even
blatant propaganda, in an effort either to influence popular opinion, or to
further bolster the conventional beliefs and convictions of their target
audience.
Read “Legal Liability, Intellectual Property and Genetically
Modified Crops: Their Impact on World Agriculture” and “Greenpeace: Stopping
Amazon Deforestation for Soybeans,” located within the required readings.
How would you classify these articles-are they creditable,
factual, unbiased, etc., and why or why not? How could these environmental
articles be used positively and negatively? Make sure your reasoning and
examples differ from those that have already been posted.
Note: This activity will count for part of your participation
points. Responses should be in complete sentences and a minimum of 100 words.
Week 6
Participation Activity 4
Science or Sensationalism?
Public perception often becomes the gateway to innovation
and change. Therefore, and seemingly more now than ever, the media, private
companies, and even public organizations may present information that contains
political agendas, slanted/biased viewpoints, misleading statistics, or even
blatant propaganda, in an effort either to influence popular opinion, or to further
bolster the conventional beliefs and convictions of their target audience.
View “TEDTalks: Al Gore-New Thinking on the Climate Crisis,”
and read “Pollution,” located within the required readings.
How would you classify these articles-are they creditable,
factual, unbiased, etc., and why or why not? How could these environmental
articles be used positively and negatively? Make sure your reasoning and
examples differ from those that have already been posted.
Note: This activity will count for part of your
participation points. Responses should be in complete sentences and a minimum
of 100 words.
Week 7
Participation Activity 5
Science or Sensationalism?
Public perception often becomes the gateway to innovation
and change. Therefore, and seemingly more now than ever, the media, private
companies, and even public organizations may present information that contains
political agendas, slanted/biased viewpoints, misleading statistics, or even
blatant propaganda, in an effort either to influence popular opinion, or to
further bolster the conventional beliefs and convictions of their target
audience.
Read “Home Water Conservation,” located within the required
readings.
How would you classify these articles-are they creditable,
factual, unbiased, etc., and why or why not? How could these environmental
articles be used positively and negatively? Make sure your reasoning and
examples differ from those that have already been posted.
Note: This activity will count for part of your
participation points. Responses should be in complete sentences and a minimum
of 100 words.
