Chapter 1, U

nnumbered Figure, Page 1

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc.

Chapter 1, Unnumbered Figure, Page 2

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

Figure 1.1

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

Renewable naturalresources

Nonrenewable naturalresources

• Sunlight• Wind energy• Wave energy• Geothermal energy

• Fresh water• Forest products• Agricultural crops • Soils

• Crude oil• Natural gas• Coal• Copper, aluminum, and other metals

Figure 1.2

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

10,000 yr

Hum

an p

opul

atio

n (b

illio

ns)

6

7

5

4

3

2

1

1000 15005000 20000

Agriculturalrevolution

Industrialrevolution

before present

Year

Figure 1.3

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

Figure 1.4

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc.

Figure 1.5

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

Biocapacity

Overshoot

Ecological footprint0.2

0

0.4

0.6

0.8

1.0

1.2

1.4

1960 1965 1970 1975 1980 1985 1990 1995 2000 2005

Glo

bal f

ootp

rint

(num

ber

of p

lane

ts)

Year

Chapter 1, Unnumbered Figure, Page 6

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

Chapter 1, Unnumbered Figure, Page 7

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

Figure 1.6

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc.

Enviro

nm

ental

science Ecology

Ethics

Economics

Anthropology

History

Politicalscience

Engineering

Archaeology

Geography

Geology A

tmospheric

science

Chem

istry

Biology

Oceanography

Figure 1.7

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc.

Figure 1.8

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc.

Figure 1.9

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc.

(b) C

hevy V

olt, an

electric hyb

rid car

(a) Prescribed

bu

rnin

g

Figure 1.9a

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

(a) Prescribed burning

Figure 1.9b

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

(b) Chevy Volt, an electric hybrid car

Figure 1.10

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc. Scien

tific meth

od

Observations

Questions

Hypothesis

Predictions

Fail to rejecthypothesis

Test

Results

Rejecthypothesis

Figure 1.11

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc.

Figure 1.12

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

(a) Manipulative experiment (b) Natural experiment, or correlational study

40° N latitude

35° N latitude

25°C

20°C

Researchers study two field sites, one of which is cooler than the other

Researchers manipulate temperature directly, keeping one greenhouse cooler than the other

Figure 1.12a

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc.

(a) Man

ipu

lative experim

ent

25°C

20°C

Researchers manipulate tem

perature directly, keeping one greenhouse cooler than the other

Figure 1.12b

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc.

(b) N

atural exp

erimen

t, or co

rrelation

al stud

y

40° N latitude

35° N latitude

Researchers study two field sites, one

of which is cooler than the other

Figure 1.13

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

Scientific process (as practiced by scientific community)

Scientific method (as practiced by individual researcher or research group)

Observations

Questions

Hypothesis

Predictions

Test

Results

Scientific paper

Peer review

Paper accepted

Furtherresearch

by scientificcommunity

Rejecthypothesis

Revisepaper

Fail to rejecthypothesis

Publicationin

scientificjournal

Paper rejected

Figure 1.14

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc.

United

States(9.4 ha)

Afghanistan(0.5 ha)

Haiti

(0.5 ha)

India(0.9 ha)

Rwanda

(0.8 ha) Canada

(7.1 ha)

Israel(4.8 ha)

Wo

rld averag

e(2.7 h

a)

China

(2.1 ha)

Indonesia(0.9 ha)

Mexico

(3.4 ha)

Brazil(2.4 ha)

France(4.9 ha)

Figure 1.15

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

Human Influence Index

High

Low

Figure 1.16

Environment: The Science Behind the Stories, 4e —

Withgott/Brennan

© 2011 Pearson Education, Inc.

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

TABLE 1.1 Main Findings of the Millennium Ecosystem Assessment

• Over the past 50 years, people have altered ecosystems more rapidly and extensively than ever, largely to meet growing demands for food, fresh water, timber, �ber, and fuel. �is has caused a substantial and largely irreversible loss in the diversity of life on Earth.

• �e changes to ecosystems have contributed to substantial net gains in human well-being and economic devel-opment. However, these gains have been achieved at growing costs, including the degradation of ecosystems and the services they provide and, for some people, the worsening of poverty.

• �is degradation could grow signi�cantly worse during the �rst half of this century.• We can reverse the degradation of ecosystems while meeting increasing demands for their services, but doing

so will require that we signi�cantly modify many policies, institutions, and practices.

Adapted from Millennium ecosystem assessment, 2005 ecosystems and human well-being: biodiversity synthesis.World Resources Institute, Washington, DC.

Figure 1.17

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

Figure 1.18

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

Chapter 1, Unnumbered Table, Page 22

Environment: The Science Behind the Stories, 4e — Withgott/Brennan© 2011 Pearson Education, Inc.

NationEcological footprint

(hectares per person)Proportion relative to

world average footprintProportion relative to world area available

Bangladesh 0.6 0.2 (0.6 ÷ 2.7) 0.3 (0.6 ÷ 2.1)

Tanzania 1.1

Colombia 1.8

�ailand 2.1

Mexico 3.4

Sweden 5.1

United States 9.4

World average 2.7 1.0 (2.7 ÷ 2.7) 1.29 (2.7 ÷ 2.1)

Your personal footprint (see Question 4)

Data from Living planet report 2008. WWF International, Zoological Society of London, and Global Footprint Network.