ENVIRONMENTAL SGIENGE

Effective for Examinations from May/June 2011

The Caribbean Advanced Proficiency Exam i nation

GAPE@

Gontents
RATIONALE .................. AIMS SKILLS AND ABILITIES TO BE ASSESSED PRE-REQUTSTTES OF THE SYLLABUS................ STRUCTURE OF THE SYLLABUS UNIT 1: ECOLOGY. HUMAN POPULATION AND NATURAL RESOURCES ,,..............2 ........4

MODULE 1: FUNDAMENTAL ECOLOGICAL PRINCIPLES....

.......s

MODULE 2: HUMAN POPULATION AND THE ENVIRONMENT....................10 MODULE 3: SUSTAINABLE USE OF NATURAL RESOURCES........................16

UNIT 2: AGRICULTURE. ENERGY AND ENVIRONMENTAL POLLUTION

MODULE 1: AGRICULTURE AND THE ENVIRONMENT ..................................26 MODULE 2: ENERGY AND THE ENVIRONMENT MODULE 3: POLLUTION OF THE ENVIRONMENT...... OUTLINE OF ASSESSMENT REGULATIONS FOR PRIVATE CANDIDATES REGULATIONS FOR RE-SIT CANDIDATES ASSESSMENTGRID GLOSSARY ..................39 5l 6l ........61
6)

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I AIMS
The syllabus aimsto: l. 2. 3. stimulate interest in the environment: developan understanding of the interdisciplinary andholisticnatureof the environment; developknowledgeand understanding of environmental issues and principlesand the ability to apply theseto environmental management, particularlyin a Caribbean context; developthe ability to identifucritical research questions and formulatehypothesis or guiding statements. develop the ability to collect,collate, analyzeand interpret environmental data; develop the ability to communicateenvironmentalinformation and ideas logically and concisely in a variefyof forms; providean understanding of interactions peopleandthe environment; between increasean awareness of the importanceof tiving in harmonywith the environment; recognizeand evaluatethe socio-economic, political and ethical issuesin Environmental Science; foster positive attitudes,values and commitmentto identifying, solving and preventing problems; environmental developan understanding of how naturalresources and the environment affectquality of life andthe questfor sustainable development in the Caribbean.

4.

5. 6.

7. 8. . 9.

10.

I l.

O SKILLSAND ABILITIES TO BE ASSESSED

The skills and abilitieswhich students are expected to developon completionof the syllabushave beengrouped underthreemain headings: (i) (ii) (iii) Knowledge andComprehension; Applicationof Knowledge; PracticalAbilities.

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Knowledse and Comprehension skills and abilitiesto: The examination will testcandidates' (i) (ii) (iii) (iv) Define terms and explain concepts; processes; describe stateprinciplesandproperties; explaininteractionsandinter-relationships.

Application of Knowledee skills andabilitiesto: The examination will testcandidates' (i) (ii) (iii) (iv) (v) (vi) situations; differentenvironmental analyze anddiscuss andjustify options(for the useof resources); evaluate problems; to environmental andcontrast alternative solutions compare situations; appropriate to differentenvironmental and methodotogies selecttechniques possible problems; to specificenvironmental solutions suggest data. from environmental draw inferences

Practica,lAbilities skills andabilitiesto: will testcandidates' The examination (i) and instruments appropriateto diferent designs,methodologies selecttechniques, environmentalsituations : parameters; environmental to measure useinstruments collectand collatedata; analyze, interpretand presentdata; usequantitativetechniquesappropriately; problems. developappropriatesolutionsto specificenvironmental

(ii) (iii) (iv) (v) (vi)

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O PRE-REQUISITES OF THESYLLABUS
EducationCertificate Any personwith a good graspof the contentsof the CaribbeanSecondary or AgriculturalScience (CSEC)Integrated or Physics or Chemistry or Biology or Geography Science shouldbe able to pursuethe courseof study definedby the syllabus. syllabuses, or the equivalent, of good participation in the courseof studywill also dependon the possession However,successful skills. verbalandwritten communication

r STRUCTURE OF THESYLLABUS
in two Units. Each Unit containsa body of knowledgeand skills drawn The subjectis organised Ecology, Human from several disciplinesthat impact on the environment. Unit 1 addresses Population and Natural Resource Use, while Unit 2 deals with Agriculture, Energy, and Environmental Pollution. A Unit comprises threeModules,eachrequiring50 hours. The total time for eachUnit, is therefore, programme a comprehensive offer students expected to be 150 hours. EachUnit can independently to providea basisfor furtherstudyin between depthand coverage of studywith appropriate balance this field. UNIT l: ModuleI Module2 Module3 UNIT 2: Module I Module2 Module3 and Natural Resources Ecology,Human Population Ecological Principles Fundamental - HumanPopulation andthe Environment - Sustainable Use of NaturalResources

Agriculture,Energy and EnvironmentalPollution - Agricultureand the Environment - Energyand the Environment - Pollutionof the Environment

In this syllabus,the specific objectiveswhich are denoted by an asterisk (*) are particularly However,the project neednot be limited to theseobjectives. suitablefor practical exercises.

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AND NATURAL HUMAN POPULATION UNIT1: ECOLOGY, RESOURCES

PRINCIPLES ECOLOGICAI MODUTE l: FUNDAMENTAT OBJECTIVES GENERAT
should: of this Module,students On completion l. 2. concepts; the basicecological understand with the biotic and abiotic of organisms the processes that governthe interactions understand of their environment; components peopleandthe environment; between the relationship understand practicalandanalyticalskills. knowledge anddevelop acquire

3. 4.

OBJECTIVES SPECIFIC
be ableto: should Students l. key differentiate between ecologicaltermsand concepts;

NOTES EXPTANATORY

Ecology: species, population, community, atmosphere, biosphere, ecosystem, niche, biome, habitat, lithosphere, hydrosphere, ecotone. (i) (ii) (iii) The biotic and abioticenvironments. and limiting factors. Tolerance ranges Ecologicalniches: (a) (b) niche; fundamental realised niche.

2.

between explainthe relationship living organisms and their environment;

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I UNIT (cont'd) PRINCIPLES ECOIOGICAL l: FUNDAMENTAT MODUTE OBJECTIVES SPECIFIC

be ableto: should Students 3. importance the outline cycles; biogeochemical of (i) (ii) (iii) (iv) CarbonCycle. Nitrogen Cycle. Phosphorus Cycle. WaterCycle.

NOTES EXPI.ANATORY

Include basic chemical equations and formula for biogeochemical cycles. 4. of significance Explain the biogeochemicalcycles lo organisms; explain how energy and nutrients flows within ecosystems; (i) Productivity ecosystems. of producers and

5.

(ii) (iii) (iu) 6. discusstypes of interactionsbetween organismsin communities; (i) (ii) (iii)

Food chainsand webs. Trophiclevels. Ecologicalpyramids. Competition. Predator-prey. Symbiosis: (a) (b) (c) parasitisml commensalism; mutualism.

7.

explain how ecosystems are selfsustaining; explain the processof naturalselection and adaptationto the environment;

and climax communities. Ecologicalsuccession

8.

evolution and adaptation. Natural selection,

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I UNIT (cont'd) MODUTE l: FUNDAMENTAT ECOLOGICAL PRINCIPIES SPECIFIC OBJECTIVES

Students shouldbe ableto:
9. determine population size using appropriate samplingmethods; Population sampling methods for moving and non-moving organisms (for example, quadrats, transects, recapture). capture.mark, release,

EXPTANATORY NOTES

10.

calculate species diversity;

(n'1). o - )n N (N,1)
Where D-speciesDiversity . N - total numberof orsanismof all species n - total number of organismof a particularspecies Diversity within species. Diversity betweenspecies.

I l.

analyse the relationship between species diversity and ecosystem stability;

(i) (ii)

(iii) 12. identify factorsaffectingpopulation growth in a naturalecosystem; (i) (ii) (iii) 13. explain the concept of carrying capacity; evaluate human interactions within naturalecosystems; (i)

Communityandecosystem stability. Biotic potential. Exponentialpopulationgrowth. Environmentalresistance.

14.

Human beings as part of the natural ecosystems. Benefitsof naturalecosystems and Anthropogenic impact on ecosystems biodiversityand the need to maintain its integrity.

(ii) (iii)

15.

investigate at leasttwo ecosystems in a territory;*

Considerboth terrestrialand aquatic(freshwater andmarine)ecosystems.

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I UNIT (conl'd) PRINCIPLES ECOLOGICAL l: FUNDAMENTAT MODUTE

16. measureand discussenvironmental parameters in a givenhabitat;* 17. scientific method to apply designand analysis; experimental Present and interpret data using table,graPhs. charts, appropriate activities. teaching-learning Seesuggested

18.

Tgachins and Learnins Activities Sueeested are advisedto engage of the objectivesof this Module, teachers To facilitatestudents'attainment and learningactivitieslistedbelow. in the teaching students
l. s 3.

al scienc ir onment e D efineenv and generateand interpret data. developguiding statements Formulatehypothesis, Discusscurrent environmental issuesand highlight the importance of adopting an interdisciplinary approach. population densityanddistribution. to determine Sample an ecosystem diversity. study visits, to fdenttfuspecies Concluct in a naturalaquaticenvironment. parameters environmental Investigate in a specificlocation. modelsof existingecosystems Create possible of feedingrelationships. disruption food websandanalyse Create Study the source(s)and distribution of a country's freshwatersupply and its level of on naturalwatercycles. dependence to identifyandquantifyhumanuseof its components. Visit to an ecosystem

4. 5. 6. 7. 8. L

lo.

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UNIT I (cont'd) ECOLOGICAI PRINCIPLES MODUTE 1: FUNDAMENIAT RESOURCES

Botkin, D., andKeller, E. Environmental Science: Earth as a Living Planet,New York: JohnWilev and Sons.1997. Future, nn iron*,"ntal Scienc':e. Actionfor a Sustainable United States of America:The Benjamin/Cummings Publishing CompanyInc., 1994. New York: Environmental Science.A Global Concern, McGrawHill, 2001. ThePopulationExplosionNew York: Simonand Schuster, 1990. GlobalIssues1999-2000, Guilford,CT: DuskinPublishing GroupInc., 1998. Conservation, New York: JohnWiley and Sons,1995.

Chiras,DanielD.

Cunningham, W. and Saigo,B.

Ehrlich,P. andEhrlich,A.

Jackson, et al.

Jordan, C.

Miller, G. Tyler

and Living in the Environment,Principles, Connections Publishing, Wadsworth California,I 994. Solutions: EnvironmentalScience:The lI/ay the World llorlcs, New Jersey: Prentice Hall. 1997 . (TCF), 2009.Sustainable The CropperFoundation Development. Termsand concept: A referencefor Trinidad teachersand student Port-of-Spain, Biodiversityof the Caribbean. A learning Resource preparedfor EasternCaribbeanStates,Canada: EKOS Inc. 2009. Communications

Nebel, B. and Wright, R.

Websites: www.redlist.org/info/captions www.biomeso.net bioplan@undp.org

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I UNIT ANDTHE ENVIRONMENT POPUTATION 2: HUMAN MODUTE GENERAT OBJECTIVES

should: of this Module,students On completion 1. understandthe historical and geographicaltrends in human population growth and patterns; consumption growth; impacts relatedto population the socio-environmental understand the factorsthat affectthe growthrateof humanpopulations; understand development; the needfor sustainable appreciate practicalandanalyticalskills. anddevelop knowledge acquire

2. 3. 4. 5.

OBJECTIVES SPECTFIC
shouldbe ableto: Students 1. people betwee.n assess the relationship andthe environment; (i)

NOTES EXPTANATORY

Adaptationof peopleto the environment (includingbut not limited to how people adapt to the environment,crops they grow, culture,clothes, shelter). Abiotic and biotic factorsthat affect the distribution of population and their activities. of people on ecological Dependence processes. and systems Age and sexstructure. Fertilityrates. Mortality rates. Life spanand life expectancy. Immigration. Emigration.

(ii)

(iii)

2.

explainthe demographic of humanpopulation; characteristics

(i) (ii) (iii) (i") (u) ("i)

(vii) Doublingtime.

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UNIT I MODUTE 2: HUMAN POPUTATION (cont'd) ANDTHE ENVIRONMENT SPECIFIC OBJECTIVES

Students shouldbe ableto: 3. describe historical trends in human population size; Compare historicaland currenttrendsin human population growth.

EXPTANATORY NOTES

4.

describe the current geographical distribution of human population growth;

Curent geographicaldistribution of human population growth: (i) (ii) in developing nations; in developed nations. Age and sexstructure. Fertility rate,mortalityrate,birth rate, Population sizeandgrowthrate. Fertility rate; mortality rate; migration rate.birth rate.

5.

interpret demographictables, graphs andcharts;

(i) (ii)

6. '

calculate changes in demographic characteristics;

(i)

(ii)

Percentage increase in population

(iii)
7. assess the factorsaffectingpopulation growth rate; (i) (ii)
(iii) (i") (u) ("i) (vii)

79 Doubling time = o/o ^; : . annualgrowth

Culture. Religion.
Level and cost of education. Social and economic statusof women. Availability of pensionschemes. Level of affluence. Economicdevelopment.

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I UNIT (cont'd) ENVIRONMENT ANDTHE POPUTATION MODUTE 2: HUMAN SPECIFIC OBJECTIVES

Students shouldbe ableto: 8. of population assess the effectiveness andmeasures; controlmethods ControlMeasures: Population (i) and Direct - Family Planningmeasures government policies methods, Indirect - Natural disasters (floods, hurricanes). volcanoes, earthquakes, The Indicesof poverty: (a) (b) (c) to education; access access to healthcare; accessto basic needs such as water. food,housing,

NOTES EXPTANATORY

(ii) 9. a,r^ses.rthe relationship between population growth andpoverty; (i)

(ii)

Per capita,GrossDomesticProductand Gross National Product (GDP and GNP), Human Development Index (HDI), Gender Development Index

(GDr).
(iii) Environmental impacts of population growth (for example, deforestation in Haiti. Include social, biological, physical considerations). economic, Consumptionpatternsas quantifiedby on: statistics (a) (b) (c) (d) per capitawaterconsumption; per capitafood consumption; per capitafuel consumption; gas per capitagreenhouse emissions; wasteProduction. PercaPita

10.

geographical current describe variation in human consumption patterns;

(i)

(e)

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UNIT I (conl'd) POPUTATION ANDTHE ENVIRONMENT MODUTE 2: HUMAN SPECIFIC OBJECTIVES

Students shouldbe ableto: (iD capita Current trends in per particularlyinfluenced by consumption lifestylesin developed and developing countries.

EXPTANATORY NOTES

I l.

explain the principal ways in which people impact negatively on the environment;

Environmental impactsof over consumption in developed anddeveloping countries. (i) (ii) (iii) Overexploitation. Habitatdestruction. Pollution. Introduction of exoticspecies. in lifestyles. Change The useof substitutes. Applicationofenvironmentally friendlytechnology. Efficientuseof naturalresources, for example, recycling. Referto Module 10. 3, Specific Objective Causes of urbanisation. Environmental impactsof urbanization (includingbut not limited to sanitation, water supply, traffic congestion, pollution,healthcare). housing, of sustainable development. Concept development. Goalsof sustainable

. 12. ' explainhow the impactsmentioned in SpecificObjectivel l may be mitigated;

(i") (i) (ii) (iii)

(iv)

13.

explain the environmentalimpacts of urbanisation:

(i) (ii)

14.

explain the relationship between population growth and sustainable development.

(i) (ii)

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I UNIT (conl'd) ENVIRONMENT ANDTHE POPUTATION 2: HUMAN MODULE

(iii) Population growth and changing to patternsas constraints consumption sustainabledevelopment in a finite world. Strategic Imperative for Sustainable "Ensuring a Development #4 Level of Population"(Our Sutainable Common Future, Brundtland RePort, 1987).

(iv)

Teachineand Learnine Activities Sueeested are advisedto engage of the objectivesof this Module, teachers To facilitatestudents'attainment listed below. activities and learning in the teaching students l. for all populationage structure, generate statistics; basedon census Studya local population by sex. and separately individuals birth rates,total fertility rates,crudedeathrates,agecrudebirth rates,age-specific Calculate size,and in population percentage annualincrease rates, mortality infant specificdeathrates, doublingtimesfor populations. Interpret World Population Data Sheets,as produced,for example, by the Population BureauInc. Reference of as principal causes Arrange a debateon high populationgrowth or high consumerism Conference. Rio reportsfrom the 1992 problems, using,for example, globalenvironmental in consumption and of relatedchanges of populationsize management Conductcasestudies patterns. and on the development, and sustainable on the definitionsof development a debate Organise of living. standard an acceptable question of what constitutes by: addressed the main issues Discuss (i) (ii) Conference; the 1972Stockholm the 1980 InternationalUnion for the Conservationof Nature (IUCN) World StrategY; Conservation Future); Report(Our Common the 1987Brundtland

2.

3.

4.

5.

6.

7.

(iii)

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UNIT I MODUTE 2: HUMAN POPUTATION ANDTHE (conl'd) ENVIRONMENT

(iv)

the 1992United Nations Conference on Environmentand Development(The Rio Conference); the 1994UnitedNationsConference on SmallIslandDeveloping States; the 2002World Summiton Sustainable DevelopmentJohannesburg.

(v) (vi)

RESOURCES Chiras,D. Environmental Science.Action .fo, a SustainableFuture, United States of America: The Benjamin/Cummings Publishing Company, Inc. 1994. Environmental Science, A Global Concern:SixthEdition,New York: McGrawHill, 2001. The PopulationExplosion,New York: Simon and Schuster, I 990. conservation, New York: Johnwiley and Sons,1995. Living in the Environment, Prin.ciples, Contnectionsand Solutions: Wadsworth Publishing, California,I 994. En ironmental Science: The Way the World Worlu, New Jersey: Prentice Hall. 1997. Caringfor the Earth: A Strategy for Sustainable Living, 1981.

Cunningham, W. and Saigo,B.

Ehrlich,P. andEhrlich,A.

Jordan, c. F. Miller, G. Tyler

Nebel, B., and Wright, R.

WWF,IUCN, UNEP

Websites: The Cropper Foundation(TCF), SustainableDevelopment. www.american.edu/TED/hp2l.htm Terms and concept: A referencefor teachersand student. port-of-Spain, www.undp.org/gef/ Trinidad:2009. www.un. org.esa/esa/sustdev/docu ments/agenda2l/index.htm Biodiversity of the Caribbean. A learning Resource prepared Eastern Caribbean States, 2009. Canada: EKOS -fo, Communications Inc.

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I UNIT RESOURCES USE OF NATURAT MODULE 3: SUSTAINABIE OBJECTIVES GENERAT

should: of this Module,students On completion 1. 2. be awareof the maior 'naturalresources' in the Caribbean;

impactsof their use and the environmental the factorsaffectingnaturalresource understand use; of natural use and conservation and tools availablefor sustainable be aware of measures resources; the valueofnatural resources; understand use; for naturalresource and implications sustainability of ecological the concept understand practicalandanalytical skills' and develop knowledge acquire

3.

4. 5. 6.

OBJECTIVES SPECIFIC
. shouldbe able to: Students l. explain the term naturalresources;

NOTES EXPTANATORY

TemporalDimensions and limitationsplaced by technology. (i) Typesand examplesoJ natural resotlrces: renewqbleqnd nontrenewable. Types and examples of exhaustible and tib Ie resources. inexhaus Consumptive quarrying)use (logging, .fishing,

2.

differentiatebetween."n"*ubl" und naturalresources; non-renewable resources; and inexhaustible exhaustible

(ii)

3.

differentiate betweenthe consumptive use of natural and non-consumptive resources;

(i)

(ii)

Non-consumptive use - bioprospecting, research. ecotourism,

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UNIT 1 MODUTE (conf'd) 3: SUSTAINABTE USE OF NATURAT RESOURCES SPECIFIC OBJECTIVES

Students shouldbe able to: 4. identify the major categories of natural resources in Caribbeancountries; (i) Biodiversity: (a) species (b) genetic

EXPTANATORY NOTES

(c) Ecosystems: forest;coral reefs; wetlands;seagrass beds;mangroves; freshwaterand marine ecosystems. (ii) Water as a resource, for example, groundwater. waterfalls,lakes,streams, Minerals and hydrocarbons: bauxite;gold; sandand gravel; oil; naturalgas. Soil, landscape and seascape,(beaches, cliffs, mountains).

(iii)

' 5: identify the location and distribution of naturalresources in the Caribbean; assess the importanceof natural resources in the Caribbean;

(iv)

6.

(i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix)

Livelihood (Incomegeneratingactivity). Foreign exchangeearner. Food security. Raw materialfor industrial processes. Recreation. Sacred and spiritual value. Ecosystemvalue. Intrinsic value. Researchand teaching.

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I UNIT (conl'd) RESOURCES OF NATURAT USE 3: SUSTAINABTE MODUTE OBJECTIVES SPECIFIC

shouldbe ableto: Students factorsaffectingnaturalresource 7. evaluate the Caribbean; in use (i)

NOTES EXPTANATORY
Political - government policies on use: naturalresource (a) economic policiesl develoPment

(b)

andnatural environmental policies. resources

(ii)

of Economic: role foreign natural exPortof investment; resources os Primary Products,' tourism, sectoral activities agriculture, mining, manufacturing, national debt. 10'

SPecific Objective Refe, to Explanatory Note (iv).

8.

impactof the environmental access useincluding'tourism; naturalresource

(i)

Biodiversity: (a) sPecies dePletion extinction; habitat disruPtion destruction; disruPtion of processes. and

(b)

and

(")

ecosystem

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UNIT I (conl'd) RESOURCES USE OF NATURAT MODUTE 3: SUSTAINABTE SPECIFIC OBJECTIVES

Students shouldbe ableto: (ii) Wateras a resource: (a) Pollution and depletion of groundwater, sudace and degradation of water, depletion of aquifers. Human health rislcs(water borne disease) watersheddestruction.

NOTES EXPTANATORY

(b) (iii)

Mineralsandhydrocarbons: (u) physicalconversion of vegetation and land; transformation of landscape dustandnoisepollution; pollutionfrom the discharge of process chemicals; ahd siltation; sedimentation beach lossand changein river course; oil spills; humanhealthrisks; of social dynamics(displacement of and introduction communities new settlements).

(b) (c) (d)

(") (0

(g) (h) (i)

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UNIT I MODUTE 3: SUSTAINABTE USE OF NATURAT (cont'd) RESOURCES SPECtFtC OBJECTIVES

Students should be able to: (iv) Soil, landscapeand seascape: (a) transformation of natural landscapeto built environment; soil degradation, erosion and sedimentation; soil productivity beach erosion degradation and destruction of coral reefs, seagrass beds and mangroves

EXPI.ANATORY NOTES

(b)

(c) (d)

9.

justify the need for (v) natural resource conservation:

Soil, landscape seascape: (e)

and

(i)

The broad concept o/' natural resource conservation including:

manqSement, restoration,' rehabilitation; preservation;

transformation of natural landscapeto built environment; soil degradation, erosion and sedimentation; soil productivity beach erosion degradation and destruction of coral reefs. seagrass beds and mangroves

conservati,on(in-situ and ex-situ). (ii) Reasons for resource conservation: (a) ecological: depletion or degradation of natural resources and the threat to sustainable development; conservauon of components of life support systems; conservationof endangered and threatened species; ethical: sacredness; right to exist; aesthetical value.

(0

(e)
(h)

(b)

(c)

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I UNIT (cont'd) RESOURCES USE OF NATURAT MODUTE 3: SUSTAINABLE

10. describe measures and tools available for natural resource management and conservation;

(i)

for Rates and techniques renewable of exploitation ."rources; Sustainable Yield Management. Use of substitutes for nonrenewable resources; use of appropriate technology. Refer to Module 2, SpecificObjective12. Reduction and minimization of waste - recycling of solid, liquid wastes. and gaseous Use of economic instruments:user fees; taxes; penalties; incentives; economic valuation of natural environmental resources; accounting and greening of nationalbudgets. Land Use Planning and Zoning Regu lat io n; I ntegrated and Planning Development Zone Integrated Coastal Management. Impact Environmental Assessments(A brief introduction to EIA qs a Planning and decision making tool to natural resource managementand conservation).

(ii)

(iii)

(iv)

(v)

(vi)

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I UNIT (cont'd) RESOURCES USE OF NATURAI MODUTE 3: SUSTAINABTE

(vii) Systems Area Protected (International Union for the of Nature (IUCN) Conservation Classification): a. role; b. ecotourism

(viii) Community Based Nqtural Management Resource (participation, monitoring and evaluation).
(ix) legislation, Environmental policies and plans (Sustainable Natural Development Plans, Plans Environmental Action (NEAP), Forest Management Plans, Integrated Coastal Zone Management Plans ; Enforcement and implementation. Education, public awareness, advocacy and training. (Agenda 21, Chopter 36). International environmental and conservatignagreements. (a) Nations United Framework Convention on Climate Change (UNFCCC and Kyoto Protocol); Nations United Convention on Biological Diversity (UNCBD); United Convention to Desertification (UNCCD); Nations Combat

(x)

(xi)

(b)

(c)

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I UNIT (cont'd) MODUTE RESOURCES 3: SUSTAINABTE USE OF NATURAT SPECIFIC OBJECTIVES

Students shouldbe ableto: (d) SpecificallyProtectedAreas and Witdtife(SPAW); RamsarConvention; Marine Pollution (MARPOL).

EXPTANATORY NOTES

(e) (0 I I. analyse the effectiveness of measures implemented for naturalresource management and conservation; describe ways in which Indigenous Peoplehave used and managedtheir naturalresources.

Referto SO l0

12.

(i)

Agriculture: rotation of fields during slash/burn activities, use of organic fertilizers, intercropping; Use of forest: timber and non-timber (NTFPS); forestproducts Fishing:traditionalfishingmethods Case studies from Belize, Dominica, Guyana, St. Vincentand the Grenadines ond Suriname.

(ii)

(iii) (iv)

Teachineand Learnins Activities Suseested To facilitatestudents'attainment of the objectivesof this Module, teachers are advisedto engage students in the teaching and learningactivitieslistedbelow. l. Case studies of Community Based Natural ResourcesManagement, for example,forest, wetlands. people and natural resources. Research on indigenous Field exercises:speciesidentification; visit to industry; visits and assessment of community basednatural resourcemanagement initiatives, visit to indigenouscommunities.

2. 3.

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I UNIT (cont'd) RESOURCES USE OF NATURAT MODUTE 3: SUSTAINABLE

4. Discuss the main issues relating to the natural obligation under UNFCCC, UNCCD and.the UNCBD. Visits to or lectures by represenlatives of natural resource agencies. View videos and slides of natural resource management activities and protected areas.

5. 6.

RESOURCES Bossi, R. and Cintro, G. Mangroves of the wider Caribbean: toward sustainable Caribbean Conservation Management, Barbados: ssociation,1990. Environmental Science.Actionfor a SustainableFuture, United Statesof America: The Benjamin/Cummings Publishing Company Inc., 1994. Environmental Science,A Global Concern, New York: . McGraw Hill,2001. Exploitation, Conservation, Preservation: A geographic perspective on natural resource use, John Haynes Bohaham,2001. I(asted Resource Management: Resilience,Adaptation and Community Diversity, Canada: IDRC International Development ResearchCentre. The Population Explosion, New York: Simon and Schuster, 1990. Sustainable Natural Resource Management -fo, Development of the Caribbean, Canoe Press,University of the West Indies.Mona. 2002 Ecology and Development in the Third World, New York: Routledge,1988. Renewable Resourcesin our Future, New York: Pergamon PressLimited, 1980. Conservation,New York: John Wiley and Sons, 1995.

Chiras, D.

Cunningham, W. and Saigo, B.

Cutter, S. and William, R.

David, B., Breton, I. Brom, D., and Horne, M.

Ehrlich, P. and Ehrlich, A.

Goodbody, I. Hope, E.

and Thomas-

Gupta, A. . Hinckly, A. Jordan, C.

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UNIT I MODUTE 3: SUSTAINABTE USE OF NATURAT (cont'd) RESOURCES

Miller' G' Tyler

Living in the Environment,Principles Connections and Solutions, California: Wadsworth Publishing Company, 1994. Environmental Science:The l(ay the l(orld Works, New Jersey: Prentice Hall, 1997. HumanImpact on theEcosystem, (Conceptual Frameworks in Geography) UnitedKingdom:LongmanGroup 1982. CERMES, Sustainable Management of 46 Shared Marine Resourcesof the Caribbean Large Marine Ecosystemand AdjacentRegions.UWI, CaveHill campus. WCD (World Commission on Environment and Development) Our CommonFuture,1987. II/WF (World Wildlife Fund) 2008. Local to Global EnvironmentalConservation. Agenda21

Nebel, B., and Wright, R.

Tivy, J. andO'HareoG.

Websites: www.wri.org/wri/biodiv www.earthwatch.org www.canari.org http://cavehill.uwi.edu/cermes/ClMEPub/ENG/Brochure Eng. www.panda.org

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AND ENVIRONMENTAL ENERGY UNIT2: AGRICULTURE,

POLLUTION
AND IHEENY,RONMENT I: AGRICIJT.IURE MODULE OBJECTIVES GENERAT
On completion of this Module, student should: 1. 2. understand the concepts, types and role of agriculture in the Caribbean; understand the environmental impacts of and threats to agricultural Caribbean: systems in the

3.

have knowtedge of environmentally sustainable practices in agricultural systems; in the Caribbean: acquire knowledge, and develop practical and analytical skills.

4.

OBJECTIVES SPECIFIC
Studentsshould be able to: l. compare and contrast agricultural systemsin the Caribbean;* (i) (ii)

NOTES EXPTANATORY

Definition of agriculture. Characteristics of Agricultural systems with respect to commercial and small scalefarmingincludingsubsistence ( (a) (b) scaleof oPeration; inPuts: agro-chemicals, labour, equiPment, and machinery energy.financing; ProductivitY of sYstems: Yield per unit input, for examPle, tonnes per hectare; mariculture; engineering; aquaculture. genetic

(c)

(d)

(e)

*.l r*, o2s/u2/Io

26

2 UNIT (cont'd) AND IHE ENV,RONMENI t: AGRICULTURE MODULE OBJECTIVES SPECIFIC

should be ableto: Students 2. explain the roles of agriculturein the region; (i) Food Security (productionof food and non-foodmaterials). Production of materials .fo, proces tries. sing indus
Economic: (u) livelihood activities); (income generating

-EXPTANATORY NOTES

(ii)

agro-

(iii)

(b) (")

foreign exchangeeamings; contribution to Gross Domestic Product.

3. '

ar.rerr the impact of agriculture on the environment:

(i)

Technological: (a) (b) (c) productivity; increased varieties: increased improved resistance to infestation; pest

(ii)

Environmental: (u) (b) healthrisks; livelihood of threatsto sustainable communities; land take (needfor vast amounts of landsfor agriculture) ; pollutionfrominappropriateuse of agro-chemicals (pesticides ; fertilisers/; antib io t ics and hormones in aquaculture and mar icul tur e; eutrophic ation

(")

(d)

*l r*, n2s/u2/Io

27

2 UNIT AND IHEENV,RONMENI l: AGRICULTURE MODULE @ont'd) OBJECTIVES SPECIFIC

Students shouldbe able to: / (") habitatdestruction; loss of biodiversity; erosion; soil degradation: acidification; salinisation; waterlogging; soil compaction, monoculture leadins to reduction in soil fertility; wasteproduction: waste disposal solid and tiquid and mtanagement; wastes; water degradation:sedimentation; changes in water discharge to coastal zone surface and ground , waterpollution;

EXPTANATORY NOTES

'//

(f)

'//

t9l

/(h) -/ '

(i)

land degradation: inappropriate use of land types;hillside farming, slashand burn agriculture; reduced water availability for mariculture and irrigation, aquaculture; Climate change due to methane production.

CI)

(k)

4.

explain the features of sustainable agriculture;

(i) (ii) (iii) (iv)

Ecological integrity. Economicviability. Social equity. Adaptability Natural disasters:flood, hurricane, volcano.

5. .

discuss threats agriculture;

to

sustainable

(i)

*.1 ,*, n2s/u2/10

28

UNIT 2 MODULE l: AGRICUI.IURE (cont'd) AND IHEENVTRONMENI SPECIFTC OBJECTIVES

Studentsshould be able to: (ii) Climate change: temperature rise, sea level rise. Change in precipitation patterns. External shoclcs: global markets, price fluctuations. Certification standards. to meet international

EXPTANATORY NOTES

(iii)

(iv)

(v)

Importation products.

of

cheap agricultural

evaluateenvironmentally sustainable practices in agricultural systems ;*

(i) (ii) (iii) (iv) ((v)

Contourfarming. Terracing. Croprotation. ConservationTillage. Agro-forestry. Pestcontrol(biologicaland genetic)and pestmanagemerit. Integrated Organicfarming.

,> (vi) _ (vii) / /'

- (viii) Hydroponics. ,.t (ix) (x) (xi) Post-harvest management: waste utilisationandwasteminimisation. Geneticengineering. Plant and qnimal breeding.

7.

present and interpret data using appropriatecharts, tablesand graphs,

*.l r*, n2s/u2/10

29

2 UNIT ENV,RONMENI AND THE I: AGRICULTURE MODULE

Teachineand Learninq Activities Susqested are advisedto engage of the objectivesof this Module, teachers To facilitatestudents'attainment listed below. learning activities and teaching in the students 1. farms and mariculture aquaculture factories, agriculture, Conductfield visits to agrochemical their operations. and analyse to observe usedin territoryand analyse for students to identify agro-chemicals Providethe opportunities their composition. issues in agriculture. to discuss Invite guestlecturers illustrating soil erosion models to create Allow students on plants. to conductfertiliserexperiments Allow students for use of un-used opportunities to exploreentrepreneurial sessions Conductbrain-storming partsof livestock). (for example, fruit undertrees;non-meat production how prime agricultural informationon land usein a country,to assess Collectand document landis beingused. in an Allow studentsto conduct investigationson waste production and management entity. agricultural Conductinvestigationon water quality at agriculture operations. in which they compare soil types and fertility in different Give studentsassignments systems. agricultural productivityof differentfarms. Conductfield trips to compare

2.

3. 4. 5. 6.

7.

8.

9. 10.

1I .

RESOURCES

*l r*, o2s/u2/ro

30

Arms,K. Byrne, K. Chiras, D.

Envir onmentaI Science: Second Edi ti on, Phllade lphia: Holt, Rinehartand Winston, 2007 . EnvironmentalScience : Second Edition, IJnited.Kingdom: NelsonThornes,200l. Environmental Science. Action for a Sustainable Future, UnitesStates of America:The Benjamin/Cummings Publishing CompanyInc., 1994. EnvironmentalScience, A Global Concern:SixthEdition. New York: McGrawHill. 2001. ThePopulationExplosion,New York: Simonand Schuster,1990. EnvironmentalScience, A Studyof Inter-relationships, New York: McGrawHiII,2004. Natural Resource Management for Sustainable Development of the Caribbean,CanoePress,University of the WestIndies,Mona,2002.

Cunningham, W., and Saigo, B. Ehrlich,P. andEhrlich,A.

Enger,E. and Smith,B.

Goodbody, I. and ThomasHope,E.

Goudie,A. andViles.H.

The Earth Transformed: An Introduction to Human Impacts on the Environment: First Edition, Cambridge; Massachusetts : BlackwellPublishers Incorporated, 1997 . Conservation, New York: JohnWiley and Sons,.l995. EnvironmentalScience:The llay the llorld lTorl<s,New Jersey: Prentice Hal| 1997. Living in the Environment,Principles, Connections and Solutions,Califurnia: WadsworthPublishingCompany, 1994. WCD (World Commission on Environment and Development) Our CommonFuture,Brundtland Report, 1987.

Jordan, C. Nebel,B. andWright, R.

Miller, G. Tyler

Website www.mhhe. com/environmental science www.ecs.co. szlenv_articles

UNIT 2 't I cxc t2snt2/ro I 3l

AND IHEENY,RONMENI 2: ENERGY MODUTE OBJECTIVES GENERAT

should: of this Module,students On completion 1. 2. the natureofenergy and its use; understand and environmentalimpacts of provision and the use of the socio-economic understand energy. energysources; ofusing renewable the advantages appreciate covered. anddeveloppracticalandanalyticalskills in the areas acquireknowledge

3. 4.

OBJECTIVES SPECIFIC
Students shouldbe ableto: l. describe the nature, form and ofenergy; conversion (i)

NOTES EXPTANATORY

Definition: energy, kinetic energy, ( power. potentialenergy, Joule,MJ, TJ, Units of measurement: GJ.Watt,MW, KWh.
Types of energy: solar, heat, light, electrical,nuclear,chemical. Examples of energy and conversion, effi ciency of conveision. Renewable and non-renewable sources of energy.

(ii)

(iii)

(iu)

(")

2.

of energyto explainthe importance society;

(i) (ii)

Use of energywithin societies. on energy dependency Socio-economic use.

*.l r*, n2s/a2/Io

)z

2 UNIT MODUTE 2: ENERGY (conl'd) AND IHEENV,RONMENI SPECIFIC OBJECTIVES

Students shouldbe ableto: Primary Energy Sources
1 l

EXPTANATORY NOTES

describe the characteristics of variousenergysources;*

A. (i)

Non-renewable Fossil fuels: location of reserves, extraction, transportation processing anduses. Nuclear Power: nuclear fission and nuclearfusion; use of nuclearfission, powerplant (basicstructure nuclear and operation). Nuclearfuel cycle Renewable Solarenergy:harnessing anduse: (a) (b) active(photothermal); passive (solar cookers, solar furnaces); photovoltaic cells.

(ii)

(iii) B. (i)

(c) (ii)

Indirectsolarpower:principalfeatures andmethods of harnessing: (a) (b) (c) wind energy; hydroelectric energy; biofuels:biomass fuel, biogas.

(iii) (iv)

Geothermalenergy. Wave,tidal and ocean thermalenergy.

*l r*, n2s/a2/to

JJ

2 UNIT (cont'd) AND IHEENV,RONMENI 2: ENERGY MODUTE OBJECTIVES SPECIFIC

shouldbe ableto: Students Energy Source Secondary Fuel cells: structure and process, Proton fuel cell. exchange (i) (ii) (iii) (iu) limitations Technological restrictions. Geographical Reliabilityof supply. Economic (cost of production),. political (energypolicy of country)and' social. generation. Conventional Transmission.

NOTES EXPTANATORY

5.

generation the conventional describe of electricitv:* anddistribution

(i) (ii)

6.

evaluate the use of energy;*

renewable

discuss factors affecting electricity generating anddemand; capacity

(i) (ii) (iii) (i") (") (ui)

rates. Generation Demandpattems. Energystorage. Stockpiling capabilityfor fossil fuels. Diversityof energysources. cost. Economic

(vii) Governmentpolicies.

*l

r*, n2s/u2/10

34

8.

discuss various methods of energy conservation and improving efficiency;

(i)

Definition:energyconservation, energy efficiency. Approaches lo energy conservation (including but not limited to transp or t at io n energ1tconserv atio n, domestic energ) conservation, industrial energy conservation).

(ii)

Improving energyeffi ciency: (i) (ii) (iii) (iu) Energy efficient buildings. Co-generation. Combinedcycles. Use of alternative energy sources (for example,biofuels). Use of renewable energy (for example, wind, solar, water). Technological ffor example, types of lighting, appliances and machines ). Sustainablelifestyle (practices that reduce the demand on natural resources). 9. outline the impact of various forms o.f energy in the environment; (i) Environmental: (a) (b) (c) (ii) global warming; pollution impact; habitatdestruction.

(")

(ui)

Socio-economic: (a) (b) healthissues; dislocationof communities.

*l

r* n2s/a2/10

35

2 UNIT (cont'd) AND IHEENV,RONMENI 2: ENERGY MODUTE SPECIFIC OBJECTIVES

Studentsshould be able to: 10. explain the total cost of energyuse. (i) (ii) (iii) (iv) (v) I l. interpret data using appropriate charts,tablesand graphs. Political. Economic. Social. Environmental. Technological.

NOTES EXPTANATORY

*l

r*, n2s/a2/10

36

2 UNIT (conf'd) AND fHEENV,RONMENI MODUTE 2: ENERGY

Teachineand Learninq Activities Suesested are advisedto engage of the objectivesof this module,teachers To facilitatestudents'attainment and learningactivitieslistedbelow. in the teaching students l. Conduct field visits to renewableenergy facilities, for example,wind farms, solar water and photovoltaic(PV) installations. heatermanufacturers used in the country and the extentof their energysystems on renewable Conductresearch marketpenetration renewable energy. to discuss Invite guestlecturers lossof areain the countryif globalwarmingleadsto sealevel Use contourmapsto evaluate rise. energyuse. a simpledeviceto measure Construct energydevice,for example,a solarwater heater,a solar crop Constructa simplerenewable dryer,a PV powereddevice,and a simplesolarcooker. contributionto total annualgeneration to investigatediversity and percentage Allow students capacityin your country. on enefgy use in home and school and recommendmethodsof Conduct investigations improvingenergyuseand conservation. to the of energyefficiencyin buildingswith respect to conductan assessment Assignstudents an energyefficient building. features that characterise a modelto depictan energyefficientbuilding. Construct on the energyuseof varioussectors. to conductan investigation Assignstudents and and extraction, transportation on policiesthat governenergyuseo Collectdocumentation promoteenergyconservation and efficiency.

2.

3. 4.

5. 6.

7.

8.

9.

10. I l. 12.

*.l r*, o2s/a2/ru

JI

UNII2 (cont'd) AND IHEENV,RONMENI 2: ENERGY MODUTE RESOURCES

Arms, K. Byrne,K. Science,Philadelphia:SaundersCollege Environm:ental 1994. (HarcourtBracePublisher), Publishing Edition, United Kingdom: Second Science; Environmental Thornes.2001. Nelson Future, Actionfor a Sustainable Science. Environmental of America:The Benjamin/Cummings United States lnc., 1994. ComPanY Publishing A Global Concern:SixthEdition, Science, Environmental Hill,200l. New York:McGraw ThePopulationExplosior,New York: Simonand 1990. Schuster, EnvironmentalScience,A Study of Inter-relationships, New York: McGraw HrLL,2002. Natural Resource Management .fo, Sustainahle Universityof CanoePress, of the Caribbean, Development Mona.2002 the WestIndies, New York: JohnWiley andSons,1995, Conservation, and Principles,Connections Living in theEnvironment, Belmont' Company. Publishing Wadsworth Solutions: 1994. California, The Waythe World Ll'orks,New Science: Environmental Hall.1997. Prentice Jersev: and on Environment WCD (WorldCommission Report, Brundtland Our CommonFuture, Development) 1987. - Caringfor the Earth: A Strategy WWF, IUCN, LJNEP Living, 1981. for Sustainable Websites: com/environmentalscience www.mhhe. www.worldresourcesinstitute www.eclac.org/publications

Chiras,D.

W. and Saigo, Cunningham, B. Ehrlich,P. andEhrlich,A.

Enger,E., and Smith,B. Goodbody, I. and ThomasHope,E.

C. Jordan. Miller, G. Tyler

Nebel,B., Wright, R.

*.l r*, o2s/u2/ro

38

2 UNIT ENVIRONMENT MODUTE OFTHE 3: POLLUTION GENERAI OBJECTIVES

should: On completion of this Module,students l. 2. 3. of pollution; be awareof the major typesand sources impactsof pollution; understand the environmental and mitigatingpollution and its understand the methodsavailablefor monitoring,analyzing impacts; environmental practicalandanalytical covered. knowledge anddevelop skills in the areas acquire

4.

SPECIFIC OBJECTIVES
Students shouldbe ableto: l. describe the general sources and natureof pollutants; (i) (ii)

NOTES EXPTANATORY

Definitionof pollutionandpollutant. Local examples of pollutants and incidences of pollution. Nature of pollutants: persistence, effects, toxicity. mobility, synergistic Movement throughthe environment.

(iii)

(iv) 2. identify environmental receptorsof specificpollutants;* describe the various pathways of pollution in the ecosystem and the biosphere;

Environmental receptors (micro-organisms, plants, animals,humans). pathways(biotic and abiotic), Environmental relationships, bioaccumulationand feeding biomagnification.

3.

*.l r*, n2s/a2/ro

39

2 UNIT (conl'd) ENVIRONMENT OFTHE 3: POLIUTION MODUTE OBJECTIVES SPECIFIC

shouldbe able to: Students 4. outline the pollution; underlying causes of (i) extraction, use. and Processing Resource transportation,

NOTES EXPTANATORY

inappropriate technologY, industrialization; (ii) Population growth: behavioural pattern, lifes tyle, consumPtion Patt ern environmental of lack ! consciousness; Framework: Institutional (a) Environmental standards, policies, legislation (Absence and limited implementation). Limited economicinstruments (lack of incentives- tax rebates, limited implementation of pollution principles.

5.

outline the pollution;

underlying causes of

(iii)

(b)

(iv)

ethics. Lack of environmdntal

6.

the major sources, discuss impact and mitigation of pollution.*

A. (i)

Atmospheric Pollution The Atmosphere. (a) (b) structureand comPosition; physical processesand features related to the movement of pollutants (wind, alr effects of topography on the movement of pollutants).

*.l r*, n2s/u2/Io

40

UNIT 2 MODUTE 3: POILUTION OFTHE ENVIRONMENT (cont'd) SPECIFIC OBJECTIVES

Students shouldbe ableto:
(ii)

EXPI.ANATORY NOTES
Primary Air Pollutants: (a) types:carbonmonoxide; nitrogen oxides; sulphur oxides; suspended particulate matter; volatileorganic compounds(includeformulae of pollutant); sources; environmental pathways and receptors; environmental impacts (fo, example,public health, Carbon Monoxide (CO) poisoning, acid rain).

(b) (c)

(d)

(iii)

Secondary Air Pollutants (a) types: photochemical smog and acidrain; mechanism of formation and characteristics includins equations; environmental pathways and receptors; environmental impacts for example, acidification of soil and water, damage to buildings).

(b)

(c)

(d)

*"l r*, n2i/u2/ro

4l

2 UNIT (conf'd) ENVIRONMENT OFTHE 3: POLLUTION MODUTE OBJECTIVES SPECIFIC

Studentsshould be able to:

NOTES EXPTANATORY
(i") Global Impacts Pollutants GlobalWarming: (a) greenhouseeffect and earth's heatbalance; sources of greenhousegases: andnatural; anthropogenic greenhouseeffect and global worming; impactsof global warming (for example, sea level rise,
temperatures, increased of intensities increased weatherphenomena, Ozone Depletion: (a) and Ozone depleting substances and natural sources: substances; anthropogenic chemical equation of formation and destructionof ozone;

of

Atmospheric

(b)

(c)

(d)

(b)

. Formation of Ozone

o'(g) + hv o(g) + -)o.(g) o.(g) + o, (S)+M(g)--'

heat

o, (g) + Mx(g)=

*l r*, o2s/u2/Io

42

UNIT 2 MODUTE 3: POLIUTION OFTHE ENVTRONMENT (cont'd) SPECIFIC OBJECTIVES

Students should be able to: . Destruction of Ozone CFsClc (g) + hv +CF, Cl(g) + os(g) -+ or 2os (g)+ so")(g) Cr(g) + Cl(g)

EXPI.ANATORY NOTES

Clo (g) + o,(g)

Noise pollution: (a) sources: industrial: commercial; (b) social;cultural;transportation; (c) intensitymeasurement and monitoringl health risks (for example, damage to ear drum, public health, stress). Mdasures and

(d)

(")

General Mitigative Monitoring: (a) (b)

air quality monitoring methods; solutions (technologicol, education,public awareness, legislation and policy incentive, emissioncontrol and reduction methods):

r*.l r*, o2s/a2/ro

43

2 UNIT (cont'd) ENVIRONMENT OFTHE 3: POILUTION MODUTE

OBJECTIVES SPECIFIC
shouldbe ableto: Students
B. (r,)

NOTES EXPLANATORY
Water Pollution of water: Properties (a) physical: colour, taste, odour, turbiditY; appearance, chemical: pH, dissolved oxYgen (DO) content,salinitY.

(b)

Water pollutants and their sources'. and nutrients heat, (sediment, organic matter' pathogens' biodegradable chemicals). Sources toxic and sewage and domestic, municipal (agriculture, industrial, atmosPheric).

(ii) (iii)

sources. Pointandnon-Point Factors affecting concentration of pollutants: (a) (b) (c) (d) (e) of emission; volume water; volumeof receiving time; residence

(i") (")

and removal rate of degradation of pollutants. andreceptors. pathways Environmental imPacts: Environmental (u) (b) eutroPhication; deoxYgenation;

I
*.1"*, n2s/u2/Io
44

UNIT 2 (cont'd) MODUTE OFTHE ENVIRONMENT 3: POIIUTION

(") (d) (") ("i) coralreef destruction; fish kills; public healthissues.

General mitigative measures and monitoring. (a) solutions

SPECIFIC OBJECTIVES
Students shouldbe ableto:

EXPTANATORY NOTES
(i) technological (treatment of drinking water, treatment of sewage and industrial ffiuent); education and public awareness; legislation and policy, for example, ffiuent discharge regulations.

(ii)

(iii)

(b)

quality water monitoring (water quality methods parameters nitrates, phosphates, B iological Orygen Demand (BOD); Chemical (COD); Demand Oxygen Solids Total Suspended An coliforms. QSS); faecal understanding of the proto:col for testing each parameter is required);

*.1 ,*, n2s/u2/ro

45

2 UNIT (cont'd) ENVIRONMENT OFTHE 3: POILUTION MODULE

c.
(i)

Land Pollution industrial;agricultural; Sources: municipal;domestic. of landpollution: Causes (a) (b) fallout; atmospheric waste disPosal (domestic, oPen dumPs, industrial, landfills); sanitary

(ii)

(c)

dumpingof mineralextraction spoils; agricultural processes (see Unit2 Module1); oil spills.

(d)

(e)

(iii)

Environmental receptors.

PathwaYs

and

(iv)

Environmentalimpacts (for example, reducedaestheticquality, lowering of land value, health imPlications, changein land use).

*l ,*, n2s/u2/to

46

SPECIFIC OBJECTIVES
Students shouldbe ableto:

EXPTANATORY NOTES
(v) General mitigative monitoring (a) measures and

Wasteminimization(reduction, recycling, reuse,rethink). EnvironmentallmpactAssessments. (Refe, to Unit l, Module 3, Specific Objective 10.) Legislation, incentives and penalties. Public awareness and participation. Public awareness and education. Clean up of pollution (bioremediation and phytoremediation). Incineration. (a) (h) Research and development (research on status of environmental componentsand development of policy).

(b)

/-

(c) (d) (e) (/)

@)

6.

analyse the environmental impacts of pollution from specific sources;*

(i) (ii)

Sources(medicalandindustrialwaste). Toxic effects (carcinogenic,mutagenic, tetratogenic effects ).

(iii) 7. assess the effectiveness of measures to mitigateenvironmental impactsof pollution: discuss the importance of international conventions and agreements regarding pollution control; (i)

Improperdisposal methods.

8.

UnitedNationsConvention on Climate Change(UNFCCC) andKyoto Protocol. MontrealProtocol.

(ii)

*l r*, n2s/a2/ro

47

2 UNIT (conl'd) ENVIRONMENT OFTHE 3: POILUIION MODUTE OBJECTIVES SPECIFIC

be ableto: should StudentJ (iii) for the Convention International of MarinePollution Prevention (MARPOL). CartagenaConvention BaselConvention. on Law of UnitedNationsConvention UNCLO9. the Sea

NOTES EXPTANATORY

(iu) (") ("i)

g.

interpret data using appropriate tablesand graPhs' charts,

Teachingand Learnine Activities Sussested are advisedto engage of the objectivesof this Module, teachers To facilitatestudents'attainment and learningactivitieslistedbelow in the teaching students l. Z. 3. 4. 5. 6. 7. g. local pollutionproblems. andcategorise to investigate Assignstudents on a weeklybasis. to monitorindividualwasteproduction Assignstudents anddieselfuels. unleaded from leaded, emission to compare Conductresearch nearhighways. of vegetation leadcontent work to investigate Assignexperimental of garbage on the collectionanddisposal Conductfield studies pollution. to produce andtheir potential Collectinformationon industries gases' to reducegreenhouse oflocal legislation the effectiveness to analyse Conductresearch to with respect of their processes and analysis or factories on industries Conductfield studies strategies. wastereduction developing

Assign studentsto investigaterespiration ailmentsin a community.

*l r*, n2s/u2/to

48

2 UNIT (cont'd) ENVIRONMENT OFTHE 3: POILUTION MODUTE

9. 10.
I l. 12. 13. 14. 15.
Assign students to analyse air and water quality in urban areas. Review relevant literature to establishsize and location of ozone hole. and faecalcoliform: BOD, COD, TSS, pH. to carry out water quality measurements: Assign students of pollutantsin water bodies. and sources Conductan investigationon the categories to identify the relationshipbetweenDO and temperature. Conductexperiments treatmentplants. treatmentat selected Collect information on the level of sewage Conduct soil sampling exercisefor pollutants and their concentrationlevels (urban, agricultural and industrialareas). of pollutants. and categories to conducthome audit for sources Assign students on the extent of recycling activities in the country, identificationof waste Conduct investigations that could be recycled. basedon use of wasteas a resource. opportunities on business Conductbrain-stormingsession noise levels to measure Assign students plans on climate change. to developstrategic Assign students

21. 22.
zJ.

to garnerinformation on nationalpolicies on pollution control. students Encourage and make recommendations. impact assessments to collect dataon environmental Assign students Encouragestudentsto view An Inconvenient Truth and read ITTC Report, Stern Report.

*l

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49

2 UNIT (cont'd) OFIHEENVIRONMENT 3: POLIUTION MODULE RESOURCES

r' Arms, K. Environmental Science, Philadelphia: SaundersCollege Publishing (HarcourtBrace Publisher),1994' Future, United States Actionfor a Sustainable EnvironmentalScience. ofAmerica:TheBenjamin/cummingsPublishingcompanylnc.,l994 Marine Pollution,Toronto: Oxford University PressInc., 1997' A global concern'McGraw Hill' EnvironmentalScience, New York: Environmental Science,A Study of Inter-relationships, McGraw Hi11.2002. '

Chiras,D.

Clarke, R. Cunningham,W. and Saigo,B. Enger,E. and Smith, B.

A. Farmer,

1997. Pollution,London:Routledge, ManagingEnvironmental

of Development Management for Sustainable L andThomas-Hope, .Natural Resource Goodbody, the Caribbean, CanoePress,University of the West Indies, E. Mona.2002. Ehrlich,P. and Ehrlich,A. . C. Jordan, Miller, G. Nebel,B. andwright, R. New York: Simonand schuster' ThePopulationExplosion, 1990. New York: JohnWiley and Sons,1995' Conservatiorz, 1996' Publications, theEarth, California:Wadsworth Replenish science:The way the world works,New Jersey: Environmental Hall. 1997. Prentice New York: JohnWiley and Sons,1999. Analysls, Environmental WaterSupptyand Pollution Control, Califomia: Addison Wesle 1998.

R. Reeve, W. Jr.,andHammer, Viessman, M.

Website: www.mhhe.com/environmentalscience int/convention/about.html http://www.basel. ects org/publications/exemplary-proj http://ozone.unep. gov.uk/activities/stern www.occ. www. imo.orgy'safety/mainframe

*.l rt, n2s/a2/10

50

I OUTLINE OF ASSESSMENT
EachUnit will be assessed separately. The scheme of assessment for eachUnit will be the same. A candidate's performance on each Unit will be reportedas an overall grade and a grade on each Moduleof the Unit. The assessment will comprise two components, external and intemal. EXTERNAL ASSESSMENT

QO%)

At the end of the academic yearin which a Unit of the syllabusis taken,the student is expected to sit two writtenpapers for a total of 4 hrs. Paper01 (l hour 30 minutes) The paper comprisesforty-five compulsory, multiple-choice items,fifteen based on each Module. The paper comprises six compulsory questions, two based on each Module.

(30%)

Paper02 (2 hours30 minutes)

(40%)

INTERNAL ASSESSMENT

0%,)

The InternalAssessment in respectof each Unit will contribute30o/o to the total assessment of a candidate's performance on that Unit. (i) Paper03A The assessment for eachUnit will be in the form of a journal. Thejournal will comprise reports on site visits and laboratoryexercises. Thejournal shouldfocus on at least one specific objectivefrom any of the three Modules in the Unit and incorporate the relevant practical skills. (ii) Paper03B This is an alternate to Paper03A and is intended for privatecandidates.

MODERATION OF INTERNAT ASSESSMENT

Eachyear an InternalAssessment RecordSheetwill be sentto schoolssubmittinestudents for the examinations. All InternalAssessment RecordSheets and sampleof assignments must be submittedto CXC by May 31 of the year of the examination.A sampleof assignments will be requested for moderation purposes by CXC. Thesesamples will be re-assessed by CXC Examiners who moderate the Internal Assessment. Teachers' marksmay be.adjusted as a resultof moderation.The Examiners' comments will be sent to schools.

*.l r*, n2s/u2/ro

51

that are not submittedmust be retainedby the school until three Copiesof the students'assignment monthsafter publicationby cXC of the examinationresults. DETAILS ASSESSMENT External Asseilment by Written Papers(70ohof Total Assessment) Paper01 (1 hour 30 minutes- 307oof Total Assessment) 1. of the PaPer Composition fifteen itemsbasedon eachModule' The papercomprises forty-five multiple-choiceitems, 2. Syllabus Coverage (i) (ii) Knowledgeof the entire syllabusis required acrossthe breadthof the The intentionof thispaper is to testcandidates'knowledge syllabus.

3.

QuestionTYPe or prose. photographs data,graph, on.diagrams, may be based Questions

4.

Mark Allocation (i) (ii) Onemarkwill be assignedforeachitem' to The maximum nfark available for this paper is forty-five and will be weighted ninetY. the final assessment' 30votowards This papercontributes Application of The marks will be awarded for Knowledge and Comprehension, and PracticalAbilities' Knowledge

(iii) (ir)

5.

Useof Calculators Each in the examinations. calculator will be allowedto usea non-programmable Candidates for providing his/herown calculatorand to ensurethat it functions is responsible candidate throughoutthe examinations.

6.

Useof GeometricalInstruments are allowed to usegeometricalinstrumentsin the examinations.Each candidate Candidates is responsible for providing his or her own instruments'

*.l r*, n2s/a2/Io

52

Paner 02 (2 hours 30 minutes- 70%o of Total Assessment)

l.

of Paper Composition The paperis arranged into threesections.Each sectionrepresents one of the three Modules questions. of the Unit. Eachsection contains two compulsory

2.

Syllahus Coverage (i) (ii) knowledgeof the entire syllabusis required. Comprehensive Each question may focus on a single theme or develop a single theme or several unconnected themes.

3.

QuestionType form and may be based on diagrams,data, graph, Questionsare of a free-response photographs or prose. Responses areto be written inthe separale bookletprovided.

4.

Mark Allocation (i) will is worth 20.marksand the numberallocated to eachsub-question Eachquestion paper. appear on the examination Themaximum markfor this paper is 120. 40%o Thispaper contributes towards the final assessment. Application of The marlrs will be awarded for Knowledge and Comprehension, Knowledgeand Practical Abilities.

(ii) (iii) (iv)

5.

Useof Calculators in the examinations. Each will be allowedto usea non-programmable calculator Candidates is responsible for providinghis/herown calculatorand to ensurethat it functions candidate throushout the examinations.
Use of Geometrical Instruments Candidates are allowed to use geometrical instruments in the examinations. Each candidate is responsiblefor providing his or her own instruments,

6.

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INTERNAL ASSESSMENT by this syllabus' It covered in the course assessment is an integralpart of student InternalAsessment in acquiringcertainknowledge,skills, and attitudesthat are associated is intendedto assiststudents

;ilffi;ffi:il

of the syllabus' the objectives to achieve the student part of the learningactivitiesto enable they develop the competence for marks obtain During the courseof study for the subject,students contributeto marks Theseassignments. in undertakingtheir Internal Assessment and demonstrate in the examination' for their performance the final marksand gradesthatire awardedto students they develop '' competence During the courseof study for the subject,studentsobtain marks for the Thesemarks contributeto assignments. their InternalAssessment in undertaking and demonstrate in the examination' for their performance the final marksand gradesthatire awardedto students teachers to assist tasksare intended appropriate providedin this syllabusfor selecting The guidelines The that are valid lor the purposeof Internal Assessment' in selectingassignments and students in teachers assist to intended are of these assignments guidelinesprovided for the assessment Assessment in the Internal of students of the achievement awardingmarksthat are reliableestimates are not out of line teachers by awarded scores that the of the course. In orderto ensure component of the Internal a sample the moderationof the Council undertakes with the CXC standards, markedby eachteacher' assignments Assessment is The assignment is compulsory. component The InternalAssessment Criteriaprovidedbelow' InternalAssessment The following arethe skills that will be assessed: (i) to different appropriate and instruments methodologies designs, of techniques, the selection situations; environmental the collectionandcollationof data; of suchdata; andpresentation interpretation the analysis, the useof appropriatequantitativetechniques; models as possiblesolutionsto specific environmental of appropriate the development problems. using by the teacher, assessed

form andshould to thesvllabus linked Assessmentls for theInternal activity

(ii) (iii) (iv) (v)

shouldrelateto at leastoNE specificobjectivein the unit' The InternalAssessment

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CRITERIA FOR THE INTERNAL ASSESSMENT the journal. The following are the guidelinesfor assessing 1. z. by CXC moderated andexternally by the teacher Thejournal is internallyassessed to will be requiredto completea journal in which he/shewill be expected Each candidate the practicalskills listedon Page53. demonstrate THE JOARNAL with the site-visits associated The reportsfor a seriesof site-visitsand laboratoryexercises in thejournal. arerecorded Thejournalwill comprise: (u) (b) (") an entryfor eachsitevisit a reportfor thejournal a final reporton the setof site-visits

to conductand write a final report on a minimum of four (4) site Each studentis expected exercises. visits and four (4) laboratory over a periodof Site visits shouldbe basedeitheron visits to one site wherechanges and contrast to compare sites OR on a seriesof visits to different time are observed or occurrences. similarprocesses (ii) (iii) of site-visits. shouldrelateto eachor any of the series exercises Laboratory MUST The entriesfor the site-visitsand the reportsfor the laboratoryexercises words' 1500 not exceed inform the final reportfor thejournal. The final reportmust of the by providing feedbackon all aspects to work closely with students expected

Teachers project.

relevant and precise to develop the habit of keen observation, Studentsshould be encouraged reporting, conciserecording and the ability for critical thinking, problem-solvingand decisionmaking. and a exercises Each studentis requiredto keep a record (ournal) for the reportson the laboratory on the site-visits. final reportfor entries at all times. to candidates criteriabe available that the assessment It is recommended

(A)

Site-Visit

usingthe formatbelow: The entry for eachsite-visitshouldbe recorded

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(i) (ii) (iii)

EntryNumber Date Site@d"cation)

(iv) (v) (vi) (vii) (viii)

Objective(s) Activities Observations Comments Follow-uPActivities

I mark 4 marks 2 marks 2 marks I mark 10 Marks a

each site-visit for a maximum of 10 marks. The total from The teacheris requiredto assess to l0 marks' No fractionalmarksshouldbe awarded. maximumof 40 marksshouldbe scaled (B) Laboratorv Exercise are: in the reportfor eachlaboratory exercise that will be assessed The areas
(a) (b) (c) (d) (e)

andDesigning; Planning . and Recording; Observation andMeasurement; Manipulation Analysis and InterPretation; andPresentation. Reporting Total '

4 marks J marks 2 marks 6 marks 3 marks 20 marks (Scaledto 10 marks)

marks for eachlaboratory The teacheris requiredto mark and awarda scoreout of a maximum of 20 reportandthenscaleto l0 marks. No fractional marks should be awarded' the final report for the Theseentriesfor the site-visitsand the laboratory reports should inform journal. usingthe formatbelow: shouldbe reported exercises Laboratory i) Title iD Aim

I
jl
li

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iii) v)

Materials DataCollection/Results

iv) vi)

Procedure Discussion and Conclusions

(C) Final Report for Journal The areas that will be assessed in the final reportfor thejournal aresummarised in the tablebelow.

Final Report for Journal

1

Marks

Clarity of the statement of the realworld problembeingstudied (project description) Definitionof the scope of the project (purpose of project) gathered Adequacyof information/data and the appropriateness of the designchosen for investigating the problem Appropriateness of the literature review Presentation of dataiAnalvsis of data

2.

3.

I
J
a

a.

5 6 8
!l

I I I
'I
I

I
I

6. 7. 8. 9.

Discussion of findings Conclusion Recommendations Communication of information Bibliography

I
I

I
I

3
4 4

lI
l

lo.

2 40

Total

r
i
i i

r
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JI

ASSESSINGTHE JOURI{AL REPORT

l.

Problem Stutement . Problem clearlYstated and concise . Probf1mclearlystated Purposeof Project ' Purposestated identified . Purpose and somevariables stated identified . Purpose variables all and stated Methods of Data Collection . Datacollectiondesigndescribed carriedout with few flaws . Designclear,appropriate, carriedout without flaws . Designclear,appropriate,

I 2

2.

l!

2
a

3.

2
J

4.

Literature Review . Literaturereview attemPted . Literature reviewaPProPriate and comprehensive . Literature reviewappropriate of Data Presentation . . symbolsadequately figuresand statistical tables, Usedgraphs, symbolscreatively figuresand statistical Usedlruptrr, tables,

l-2 3-4 5

5.

6.

AnalYsisof Data ' SomeanalYsis attemPted ' AnalysisadequatelY done ' Analysisused2 or more approaches of requirements or exceeded . Analysisuseda varietyof approaches the course of Findings Discussion . Some findings stated . All findings stated by data . Somefindings statedand supported by . All findings statedand supported data . Somefindlngs stated,tuppntt.d by dataand their interpretability addressed by dataand their interpretability . All findings stated,supported addressed of somefindingsaddressed . Reliabilityor validitY, andusefulness ofall findingsaddressed . Reliabilityor validitY, andusefulness 8

2
J

I 2
J

4 5

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8.

Conclusion . Conclusion clearandbased on finding(s) . Conclusion clear,based on finding(s) andvalid . Conclusion clear,based on finding(s),valid andrelatedto purpose(s) of project Recommena"Ion, . Few recommendations based on findings . Most recommendations based on findings . Recommendations fully derivedfrom findings Communication of Information . Informationcommunicated in a fairly logicalmanner with several grammatical errors . Informationcommunicated in a loeicalmanner with some grammatical enors . Informationcommunicated in a loeicalmanner with few grammatical errors . Informationcommunicated in a loeicalmanner with no grammatical errors Bibliography . Numberof references is lessthan4 . Numberof references is greater than4, writtenusinga consistent convention

3 I 2 3

g.

4 2 3 4 4 I 2 3 4

10.

11.

. Total

40 marks

The overallassessment (40 marks),four of eachstudent is based on the entriesfor the four site-visits laboratory (40 marks)andthe final reportfor thejournal (40 marks). exercises A total of 90 markssummarised in the tablebelow:

Component 4 site-visits 4laboratory exercises Final report Total

Raw Marks 4 x l0:40 Scaled to l0 4 x l0:40

Total Marks l0

40 40 90
It

40

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TEACHERS FOR GUIDETINES GENERAT

L out The teacheris requiredto mark thejournal and final marksmust be recorded of 90. of the results The schoolmust retain all journals for at leastthreemonthsafter publication purposes. by CXC for moderation sincejournalsmay be requested but highlightedby an asteriskare suitablefor InternalAssessment, The specificobjectives only theseobjectives; neednot assess the assignments and Assessment, The reliability of the marks awardedis a significantfactor in the Internal the note to asked are final grade. Teachers for the candidate's has far reachingimplications following: (i) Internal the marks awardedto the journal must be carefully transferredto the CXC forms; Assessment

e.

3.

4.

(ii)

to one-thirdof the total scorefor the InternalAssessment mustallocate theteacher mark the where eachModule. Fractional marks should not be awarded. [n cases is as follows: is not divisibleby three,thenthe allocation (a) (b) to Module 3; is I mark,the mark is allocated when the remainder to Module 3 and the other is 2, then a mark is allocated When the remainder mark to Module 2. as follows: 35 marksareallocated For example, ModuleI and12markstoeachof 2o 1 1 m a r k s t o 35 13:ll remainders 2 and3. Modules

(iii)
5.

of markingshouldbe consistent' the standard

will be considered of the InternalAssessment who do not fulfil the requirements Candidates from the whole examination. absent

'l {i If
'f"

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