Environment Eassy

5 APRIL 2013 VOL 340 SCIENCE www.sciencemag.org 32

POLICYFORUM

A 1930s f ilm shows a dog running

and jumping inside a fenced enclo-

sure ( 1)—except that the dog has

a strange-shaped head, odd stripes, and a

rigid tail that can only move side-to-side.

The “dog” is actually one of the last thyla-

cines, a marsupial predator also called the

Tasmanian tiger. The fi lm was taken shortly

before humans extinguished the species for-

ever. Or did we? Recently, new technolo-

gies have made it plausible to try to revive

many recently extinct species. Scientists

around the world are discussing, and work-

ing toward, “de-extinction” ( 2).

Currently, three approaches to de-extinc-

tion seem most likely to succeed: back-

breeding, cloning, and genetic engineer-

ing. If the extinct species left closely related

descendants, it might be possible to use

selective breeding to produce progeny with

the phenotypes of the extinct species, as the

auroch project in Europe has been doing

since 2008 ( 3). With newly cheap genome

sequencing methods, one might guide back-

breeding with genome sequences from sam-

ples of the extinct species. Of course, back-

breeding will only be possible in situations

where the genetic variations of the extinct

species survive in the descendant species.

Cloning provides another possibility.

Using cryopreserved tissue from the last

known Pyrenean ibex, a Spanish group

used somatic cell nuclear transfer (SCNT)

to revive that extinct subspecies. Out of

several hundred efforts, however, only one

fetus survived to term, and it died minutes

after birth from lung abnormalities ( 4).

This example highlights two problems with

SCNT: it is neither very safe nor effi cient

and will only work if viable cell nuclei are

available. This will likely be the case in only

a few very recent extinctions.

Genetic engineering offers a third

approach. Take an extinct species—say,

the passenger pigeon—that left suffi cient

samples to allow high-quality whole-

genome sequencing. DNA in cells from a

similar living species—perhaps the band-

tailed pigeon—could be edited to match

the extinct species’ genomic sequence. The

modifi ed cells could then be used to produce

living birds that, genomically, were mainly

band-tailed pigeon but partially passenger

pigeon ( 5). By using targeted replacement

of genomic sequence ( 6) across several loci,

much of the extinct genome could be recon-

structed within several generations.

Neither the back-breeding nor genetic

engineering approaches would yield an ani-

mal that had exactly the same genome as

any member of the extinct species for many

years, if ever. The cloning approach, in the

few cases where viable nuclei are avail-

able, would produce a genomic twin to one

member of the extinct species—but only

one. Does one individual (or a set of clones)

make a “species”? Even if genomic iden-

tity is necessary, is it suffi cient? The revived

individuals would not have the same epigen-

etic makeup, microbiome, environment, or

even “culture” as their extinct predecessors.

Risks and Objections

Objections to bringing back extinct animals

fall into f ive categories: animal welfare,

health, environment, political, and moral.

Animals created in the de-extinction

process could end up suffering, either as

a result of the processes used or because

of their particular genomic variations. We

know, for example, that SCNT can lead to

high levels of deformity and early death

( 7). The Animal Welfare Act and its institu-

tional animal care and use committees limit

precisely this kind of suffering ( 8). Beyond

physical suffering, some animal advocates

might oppose de-extinction as they oppose

zoos—on the grounds that they exploit ani-

mals for unimportant human purposes, like

entertainment.

Newly de-extinct creatures might prove

excellent vectors for pathogens. An extinct

animal’s genome could also conceivably

harbor unrecognized, harmful endogenous

retroviruses.

If the species either is released or escapes

into the general environment, it might do

substantial damage. Even extinct species

that were not pests in their past environ-

ments could be today. For example, less than

200 years ago, billions of passenger pigeons

migrated each year between the eastern

United States and Canada. Today, those

regions have far more humans, far larger

urban centers, very different agriculture,

and largely transformed ecosystems. The

American chestnut, a main food source for

the passenger pigeon, is now nearly extinct

in the wild. Even in the same location, the

passenger pigeon would today be an alien,

and potentially invasive, species—perhaps

another starling or even an avian kudzu.

The political risks are considerable,

What If Extinction Is Not Forever?

GENOMICS

Jacob S. Sherkow 1 and Henry T. Greely 2

Although new technologies may make it

possible to bring extinct species back to life,

there are ethical, legal, and social ramifi cations

to be addressed

Tasmanian tiger. By the 1930s, settlers, encouraged by government bounties, had hunted the thylacine to

extinction in the wild. Well-preserved specimens could pave a way to bringing it back.

C R

E D

IT : M

A R

K K

U M

U R

T O

/ A

R T

/ A

L A

M Y

*Corresponding author. hgreely@stanford.edu

1Center for Law and the Biosciences, Stanford Law School, Stanford CA 94305, USA. 2Stanford University, Stanford CA 94305, USA.

Published by AAAS

o n

S ep

te m

be r

22 , 2

01 6

ht tp

:/ /s

ci en

ce .s

ci en

ce m

ag .o

rg /

D ow

nl oa

de d

fr om

 

 

 

www.sciencemag.org SCIENCE VOL 340 5 APRIL 2013 33

POLICYFORUM

too. Current protection of endangered and

threatened species owes much to the argu-

ment of irreversibility. If extinctions—par-

ticularly extinctions where tissue samples

are readily available—are not forever, pres-

ervation of today’s species may not seem as

important. Also, genetics and, more broadly,

modern bioscience, could face a backlash

if citizens perceive public investments in

bioscience as being used to revive species

rather than cure human disease.

Finally, some people will complain that,

whatever its consequences, de-extinction is

just wrong—it is “playing god,” “reversing

natural selection,” or an act of hubris. Oth-

ers may argue that we cannot know enough

about the consequences to re-introduce a

species. But neither do we know the full

consequences of its extinction or its con-

tinuing nonexistence.

Benefi ts

Like the risks or objections to de-extinc-

tion, we see the benefi ts falling into fi ve cat-

egories: scientifi c knowledge, technological

advancement, concrete environmental ben-

efi ts, justice, and “wonder.” These benefi ts

are quite similar to the arguments made for

preserving currently endangered or threat-

ened species.

De-extinction could allow scientists the

unique opportunity to study living members

of previously extinct species (or, at least,

close approximations to those species), pro-

viding insights into their functioning and

evolution. Some revived species may be

translated into useful products; for exam-

ple, it is conceivable that new drugs may be

derived from extinct plants.

De-extinction could lead to techno-

logical advances. The most likely would

be improvements in genetic engineering,

such as the targeted replacement of large

stretches of genomic DNA ( 6).

Some researchers argue that “re-wild-

ing” with existing species, locally extinct in

particular habitats, can help restore extinct

or threatened ecosystems ( 9). The same can

be argued about the restoration of extinct

species. The revival of the wooly mammoth

as a major grazing animal in the Arctic, for

example, might provide substantial ben-

efi ts by helping restore an arctic steppe in

the place of the less ecologically rich tun-

dra ( 10).

Justice is a viscerally attractive argu-

ment for de-extinction, at least for species

that humans drove to extinction: We killed

them. We have the power to revive them. We

have a duty to do so. But to whom or what

do we owe that duty? Would it apply to all

species in whose extinction humans played

the sole, the leading, or a substantial role?

The last benefi t might be called “wonder,”

or, more colloquially “coolness.” This may be

the biggest attraction, and possibly the big-

gest benefi t, of de-extinction. It would surely

be very cool to see a living wooly mammoth.

And while this is rarely viewed as a substan-

tial benef it, much of what we do as indi-

viduals—even many aspects of science—

we do because it’s “cool.”

Legal Issues

We may also need to consider several legal

issues. First, would a de-extinct species be

“endangered”? The answer is unclear. In the

United States, the Endangered Species Act

provides for listing as “endangered” any

species “over utilized” for scientifi c pur-

poses, inadequately protected by current

regulations, or whose existence is threat-

ened by other “manmade factors” ( 11)—all

considerations that would seem to apply to

a newly revived species. Ironically, inter-

national organizations typically tie endan-

gered status to whether species’ population

has declined—the opposite of the concern

about newly revived species ( 12). Uncer-

tainty about the status of de-extinct species

will affect numerous civil, criminal, and

international laws.

Second, could a revived species be pat-

ented? This answer also seems unclear.

The United States and many other coun-

tries allow patents on living organisms ( 13).

Although “products of nature” cannot be

patented, is a revived species a “product

of nature” in light of the inevitable differ-

ences from its predecessors? Additionally,

the “lost arts doctrine” may allow the pat-

enting of previously existing species if they

have been completely lost to the public ( 14).

Last, would de-extinction be regulated

and if so, how? Again, the answer is unclear.

And even if there were no legal regulation,

the concerns previously discussed could

dampen the enthusiasm for de-extinction by

some research entities, such as universities.

This could drive the efforts toward less con-

trolled, or constrained, enterprises.

What Should Be Done?

The answer to the question—What to do

about de-extinction?—depends in part on

closely def ining the question. Consider

three different “bottom-line” questions.

First, should de-extinction be publicly

funded? This answer seems, to us, “largely

no.” The potential tangible benef its from

de-extinction are too small and the poten-

tial objections are too serious to justify sub-

stantial government expenditure. One might

argue that governments fund science proj-

ects with similarly small practical relevance,

but those “cool” projects, like the Mars rov-

ers, present fewer risks and objections.

Second, should de-extinction be cate-

gorically banned? Here the answer seems a

fairly clear “no.” The risks look fairly small

and probably manageable. If people want to

devote their own time, money, and efforts to

the endeavor, the risks to the world do not

seem to justify complete prohibition.

Third, should de-extinction be regu-

lated? Here, we think the answer is “Yes—

somewhat.” The animal welfare and envi-

ronmental concerns are real. They could be

mitigated by protective action but only if

the law requires it. Bringing all de-extinc-

tion efforts under something like the Ani-

mal Welfare Act and requiring careful envi-

ronmental assessments before any planned

releases (as well as approved precautions

against inadvertent release) do seem appro-

priate. Whether other kinds of regulation

are needed is less clear, although there may

be some cases, like any attempted revival of

extinct hominid species, where special con-

trols, or bans, would be appropriate.

De-extinction is a particularly intrigu-

ing application of our increasing control

over life. We think it will happen. The most

interesting and important question is how

humanity will deal with it.

References and Notes 1. Last Tasmanian tiger, thylacine (1933);

www.youtube.com/watch?v=6vqCCI1ZF7o.

2. C. Zimmer, Natl. Geogr. (2013); http://ngm.

nationalgeographic.com/2013/04/species-revival/

zimmer-text.

3. The Tauros programme, www.taurosproject.com/.

4. J. Folch et al., Theriogenology 71, 1026 (2009).

5. M. Ridley, Wall Street Journal, 2 March 2013, p. C4.

6. H. H. Wang et al., Nat. Methods 9, 591 (2012).

7. P. Chavatte-Palmer et al., Placenta 33, (suppl.), S99

(2012).

8. 7 U.S.C. § 2131 et seq.

9. S. A. Zimov, Science 308, 796 (2005).

10. Pleistocene Park, www.pleistocenepark.ru/en/

background/.

11. 16 U.S.C. § 1533(a)(1)(A).

12. IUCN, IUCN Red List Categories and Criteria (1994);

http://www.iucnredlist.org/technical-documents/

categories-and-criteria/1994-categories-criteria.

13. Diamond v. Chakrabarty. 446 U.S. 303 (1980).

14. M. L. Rohrbaugh, AIPLA Q. J. 25, 371 (1997).

Acknowledgments: The authors participated in two work-

shops on de-extinction organized by Revive and Restore and

the National Geographic Society, one in February 2012 (H.G.)

and one in October 2012 (H.G. and J.S.). (H.G. was on the

planning committee for the second workshop.) We would like

to acknowledge the tremendous contribution the speakers at

those workshops made to our understanding of de-extinction

and the issues it raises.

10.1126/science.1236965

Published by AAAS

o n

S ep

te m

be r

22 , 2

01 6

ht tp

:/ /s

ci en

ce .s

ci en

ce m

ag .o

rg /

D ow

nl oa

de d

fr om

 

 

 

(6128), 32-33. [doi: 10.1126/science.1236965]340Science Jacob S. Sherkow and Henry T. Greely (April 4, 2013) What If Extinction Is Not Forever?

Editor’s Summary

 

This copy is for your personal, non-commercial use only.

Article Tools

http://science.sciencemag.org/content/340/6128/32 article tools: Visit the online version of this article to access the personalization and

Permissions http://www.sciencemag.org/about/permissions.dtl Obtain information about reproducing this article:

is a registered trademark of AAAS. ScienceAdvancement of Science; all rights reserved. The title Avenue NW, Washington, DC 20005. Copyright 2016 by the American Association for the in December, by the American Association for the Advancement of Science, 1200 New York

(print ISSN 0036-8075; online ISSN 1095-9203) is published weekly, except the last weekScience

o n

S ep

te m

be r

22 , 2

01 6

ht tp

:/ /s

ci en

ce .s

ci en

ce m

ag .o

rg /

D ow

nl oa

de d

fr om

 

 

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Letter To Editor

Letter to the editor:

  • Based on the information found in the article “Do farm subsidies cause obesity?”  and on the website http://sustainableagriculture.net/blog/2014-farm-bill-by-numbers/   write a letter to the editor of whichever newspaper or online news source you frequently refer to (e.g., The New York Times, The Daily News, CNN, Fox News). Here are the guidelines you should follow:

– http://www.studentnewsdaily.com/letter-to-the-editor-guidelines/

– Please note: You should read through some of the articles in the newspaper or news source you choose related   to the Farm Bill in general, changes to the Farm Bill, food subsidies, and obesity and RESPOND directly to one of the articles  – that is what defines a letter to the editor from just an opinion.

– You should respond to an article that has been published in the past six (6) months.

– Please only respond to food, farm, agriculture, community or health-related articles or postings.

– You do not actually have to post or send the letter! This is just a homework assignment. However, if you would like to consider sending it, I can give you feedback prior to your submission.

– Be sure to include the title of the news source, title of the article, date of publication (within past 6 months),         and if applicable, the author’s name.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

AN310 Cultural Anthropology

AC1306883

AN310 Cultural Anthropology

 

1.     Provide a description of gender equality as it exists in different cultures with (2) two examples. Also describe your own culture and relate this to the role of gender equality in one of the examples you have described.

2.     Describe social groups in general. Then compare and contrast (3) three different types of social groups as discussed in this course.

3.     Provide (2) two reasons in support of – AND against – the position that anthropologists should be involved in applying their knowledge and skills to the goals of international development. Provide (2) two examples for each-(2) two in support and (2) two against.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Environmental Hw, Has Some Math

Write your answers to the following question in Short Essay Format: Question 1A. Question 1B should be done in a Table Format. Be sure to include reasons and facts as required to support your answers. Cite examples

 

Project format: Each page must be typed in 12-point Times New Roman or similar typeface, 1” margins on all sides, singled-spaced. Please remember to correct misspellings and grammatical errors. On the first page, in the upper right hand corner, place your name, class title (TECH 454 – Environmental Engineering), and the date. Also on the first page, below the name block, place the title: “Project 2”. Number your answers for each question. (45 points total) One way to manage today’s excessive municipal solid waste (MSW) output is to incinerate it. Waste incineration has two benefits: one is that landfills won’t fill and close as quickly, and the other is that burning the waste can produce energy. It is estimated that up to 90% (by volume) of waste can be kept out of landfills by incinerating it. Waste incinerators have been around for a long time, but were phased out in the 1970s due to pollution concerns and other negative effects on the environment. Today’s waste-to-energy facilities are making a comeback and it is due in large part to technological improvements that reduce the amount of pollution.

1. (25 points) Describe how waste can be used to generate energy from burning municipal solid waste and discuss the current ways of pollution control for landfills. Can the ash left behind from the burning operations be used, or should it be disposed of in a landfill?

2. (20 points) Table Format. Suppose an incineration facility costs your city $50 million to build. The facility would be capable of burning 750 tons of waste per day producing 15 megawatts of electricity, which can be sold for $0.075 per kilowatt. It will cost nothing additional to take the waste to the facility, as opposed to paying $90 a ton fee to have it buried in a landfill. How long will it take for the waste-burning facility to pay for itself?  Ignore operating costs.  Assume the facility operates 24/7, 365 days a year.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

GENV 205 Greenhouse Effects Lab

Greenhouse Effects Lab
Objective:
To have students observe the greenhouse effect and analyze its effect on Earth.
Time:
This lab will take approximately 1 hour.
Materials:
 2- or 3-liter plastic soda bottles (3 bottles per group)  Lamp (100 watt or greater)  One-hole stopper that fits in the mouth of the bottle  1 sheet of black paper and 1 sheet of white paper  Thermometer  Ruler or meter stick  Tape
Procedure:
1. Each group should obtain a plastic soda bottle.  Take the stopper and insert it into the mouth of the bottle.
2. CAREFULLY insert the thermometer into the stopper so that it hangs in the middle of the bottle.  You might want to use petroleum jelly to help get the thermometer through the stopper without breaking it.
3. Record the initial temperature of the air in the bottle before turning on the lamp. 4. Position the bottle so that it is 15 cm from the lamp. 5. Turn the light on and watch the temperature change.  Once the temperature has
not changed for approximately 3 minutes, record the final temperature in the data table that follows.
6. Take the white piece of paper and wrap it around half of the second bottle.  Tape the paper on.  Repeat steps 4 to 6 and record.
7. Take the black piece of paper and wrap it around half of the third bottle.  Tape the paper on.  Repeat steps 4 to 6 and record.
Data:
Bottle Initial temperature
Final temperature
Without paper
With white paper
With black paper
Analysis:
1. How do the bottles represent Earth?
2. Explain the natural greenhouse effect and why it is important to our planet. How many degrees would earth be different without the Greehouse effect?
3. Why did the lab have you cover the bottle with white and black paper?  What does this represent?
4. List all the chemicals that have been linked to climate change, both natural and anthropogenic. Differentiate between GWP of different gases.
5. How is global warming affecting the environment? What are major impacts on the environment caused by climate change?
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

IH 3

1) Personal and area monitoring are discussed in Chapter 3. Define each type of sampling technique, give an example, and discuss how the data collected for each is used. Be sure to include information regarding extractive sampling and direct-reading methods as well as the advantages and disadvantages of each.

 

Your response should be at least 200 words in length. APA Format.

 

2) Discuss the various ways that hazardous chemicals can enter the human body.

Your response should be at least 200 words in length. APA Format.

 

3) List the six major categories of occupational illnesses, and give three examples of each. What are some methods that can be used to control potential exposures in the workplace?

Your response should be at least 200 words in length. APA Format.

 

4) Organic solvents are a family of compounds that are used extensively in industry. List some examples of organic solvents, and discuss how they are hazardous and what protective measures can be used to control exposure.

Your response should be at least 200 words in length. APA Format.

 

5) Discuss safe practices that can be used for working with chemicals in laboratories.

Your response should be at least 200 words in length. APA Format.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Biomes, Development, Pollution, And You

Assignment 1: Discussion—Biomes, Development, Pollution, and You

Each part of the United States has at least one ecological crisis based on location, biome, and industrialization pattern. For example, the Midwest was once a prairie with very fertile soil. However, when people realized that with the right watering and drainage system this area could become productive farmland, there arose ecological problems. The conversion of the prairie to farmland is the root cause of many ecological problems in this region.

Regardless of what biome you consider, humans have likely had an impact on the ecology of that area.

For this assignment, identify the biome in which you live. The following are a few examples of biomes:

  • Tropical rainforests: This biome has high average temperatures, high moisture levels, and high species diversity.
  • Prairies: The prairies have grassland-variable temperatures, variable moisture levels—depending on proximity to mountain ranges—and are mainly dominated by grasses and ungulate herbivores.
  • Deserts: These biomes have hotter average temperatures, low moisture, lower species diversity, and a composition of species limited mainly to those that are adapted to hot temperatures.
  • Temperate forests: The temperate forests have variable temperatures, high moisture levels, and higher species diversity.
  • Taigas: These biomes have colder average temperatures, lower moisture levels, and lower species diversity.
  • Tundras: The tundras have cold average temperatures, low moisture levels, and low species diversity.
  • Coral reefs: These biomes have high average temperatures and high species diversity.
  • Open oceans: These biomes have a wide range of temperatures and species diversity varies.
  • Chaparrals: The chaparrals have higher average temperatures, lower moisture levels, and are dominated mainly by grasses and shrubs.
  • Alpines: These biomes have low average temperatures, low precipitation, and receive high ultraviolet (UV) rays due to high elevation.

Using the readings for this module, the Argosy University online library resources, and the Internet, respond to the following:

  • Explain how humans have impacted the biome in which you live. List the types of environmental damage that have been caused and the species that have been impacted.
  • Describe the major pollution issues for your biome, and elaborate on the sources of this pollution.
  • List any species that have become extinct in this biome.

Support your statements with appropriate examples and scholarly references.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

ENVIRONMENTAL SCIENCE LAB WORKSHEET #2 FOR PRO ELUID P ONLY

Name:

Date:

Instructor’s Name:

Assignment: SCIE211 Phase 2 Lab Report

Title: Speciation

Instructions: You will need to write a 1-page lab report using the scientific method to answer the following question:

· What would happen if a species within a population were suddenly split into 2 groups by an earthquake that creates a physical barrier like a canyon?

When your lab report is complete, post it in Submitted Assignment files.

Part I: Use the animated time progression of speciation to help you write up your lab report.

Part II: Write a 1-page lab report using the following scientific method sections:

· Purpose

· State the purpose of the lab.

· Introduction

· This is an investigation of what is currently known about the question being asked. Use background information from credible references to write a short summary about concepts in the lab. List and cite references in APA style.

· Hypothesis/Predicted Outcome

· A hypothesis is an educated guess. Based on what you have learned and written about in the Introduction, state what you expect to be the results of the lab procedures.

· Methods

· Summarize the procedures that you used in the lab. The Methods section should also state clearly how data (numbers) were collected during the lab; this will be reported in the Results/Outcome section.

· Results/Outcome

· Provide here any results or data that were generated while doing the lab procedure.

· Discussion/Analysis

· In this section, state clearly whether you obtained the expected results, and if the outcome was as expected.

· Note: You can use the lab data to help you discuss the results and what you learned.

Provide references in APA format. This includes a reference list and in-text citations for references used in the Introduction section.

Give your paper a title and number, and identify each section as specified above. Although the hypothesis will be a 1-sentence answer, the other sections will need to be paragraphs to adequately explain your experiment.

When your lab report is complete, post it in Submitted Assignment files.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Discussion 2

Biomes, Development, Pollution, and You

Each part of the United States has at least one ecological crisis based on location, biome, and industrialization pattern. For example, the Midwest was once a prairie with very fertile soil. However, when people realized that with the right watering and drainage system this area could become productive farmland, there arose ecological problems. The conversion of the prairie to farmland is the root cause of many ecological problems in this region.

Regardless of what biome you consider, humans have likely had an impact on the ecology of that area.

For this assignment, identify the biome in which you live. The following are a few examples of biomes:

  • Tropical rainforests: This biome has high average temperatures, high moisture levels, and high species diversity.
  • Prairies: The prairies have grassland-variable temperatures, variable moisture levels—depending on proximity to mountain ranges—and are mainly dominated by grasses and ungulate herbivores.
  • Deserts: These biomes have hotter average temperatures, low moisture, lower species diversity, and a composition of species limited mainly to those that are adapted to hot temperatures.
  • Temperate forests: The temperate forests have variable temperatures, high moisture levels, and higher species diversity.
  • Taigas: These biomes have colder average temperatures, lower moisture levels, and lower species diversity.
  • Tundras: The tundras have cold average temperatures, low moisture levels, and low species diversity.
  • Coral reefs: These biomes have high average temperatures and high species diversity.
  • Open oceans: These biomes have a wide range of temperatures and species diversity varies.
  • Chaparrals: The chaparrals have higher average temperatures, lower moisture levels, and are dominated mainly by grasses and shrubs.
  • Alpines: These biomes have low average temperatures, low precipitation, and receive high ultraviolet (UV) rays due to high elevation.

Using the readings for this module, the Argosy University online library resources, and the Internet, respond to the following:

  • Explain how humans have impacted the biome in which you live. List the types of environmental damage that have been caused and the species that have been impacted.
  • Describe the major pollution issues for your biome, and elaborate on the sources of this pollution.
  • List any species that have become extinct in this biome.

Support your statements with appropriate examples and scholarly references.

Write your initial response in approximately 300–350 words. Apply APA standards to citation of sources.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Soils Assignment – Environmental Science

Please let me know if the assignment can be completed by 10:00 am tomorrow!  Requirements below!

 

Use the Natural Resources Conservation Service web site (Web soil survey http://websoilsurvey.nrcs.usda.gov/app/HomePage.htm) to gather soils data from five (5) different locations across Louisiana. Make sure you sample from across the state.
For each of the sampled associations, record in an Excel spreadsheet the following data (each should be in column, each column should be labeled):

o o o o o

Name of the soil or soil association
Average elevation where soil is found
Average slope where the soil is found
Depth to water table (if it says “more than 80 inches” use 120) Typical soil profile depth (do not include bedrock in the depth)

Hand in your spreadsheet with your observations.

 

Use your data to make scatter plots of the relationships listed below. Do not

connect your points with a line. Include a best-fit linear regression in all of your plots. Make sure that you also include on the graph the R2 value for the best-fit line. Remember to label your axes (include units). Hand in each of your plots. (14 points)

o Depth to water table (y-axis) vs. average elevation (x-axis) o Depth to water table (y-axis) vs. average slope (x-axis)
o Depth to water table (y-axis) vs. soil profile depth (x-axis) o Soil profile depth (y-axis) vs. average slope (x-axis)

 

Type your answers to the following questions. Use complete sentences (but you can probably answer all of these in a paragraph or two).
You can answer these in a paragraph or even a few sentences.

1. Which two relationships have the highest R2 values? Do these relationship make physical sense to you? Explain why you think there is a correlation between these variables. (2 points)
2. Which two relationships have the lowest R2 values? Explain why you think there is less

 

of a correlation between these variables. (2 points)
3. The depth to the water table is important for growing crops. If you were planning to start a farm, what other soil variables would you like to know about that are not included in the spreadsheet you compiled above? Why? (2 points)

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!