Environmental Problems and Mitigating Measures PDF

Photo Courtesy: https://www.google.com.ph/search?q=smoke+factories$tbm=isch&ved=2 Reah Ann A. Torres, Ph.D. Alma Mae S. Torremoro, Ph.D.  The environment that we live in and make use of is being stripped off of its precious components day by day. There are many angles from which the proble...

Photo Courtesy: https://www.google.com.ph/search?q=smoke+factories$tbm=isch&ved=2 Reah Ann A. Torres, Ph.D. Alma Mae S. Torremoro, Ph.D.  The environment that we live in and make use of is being stripped off of its precious components day by day. There are many angles from which the problem of environmental challenge can be studied. Similarly, many different views come into play if we need to find practical solutions to these challenges. There are innumerable factors associated with the conservation of the environment and also these challenges are interrelated. Different factors affected the environment of the Earth as it is in constant conflict with the latter. In this module, it includes the different environmental problems such as pollution, greenhouse effect and global warming, climate change, ozone depletion, acid rain, overpopulation and infectious diseases as well as the different mitigating measures and environmental management and laws. In this module, you will learn the following lessons: Lesson 1 – Environmental Pollution Lesson 2 – Global Warming and Climate Change Lesson 3 – Ozone Depletion Lesson 4 - Overpopulation and Infectious Diseases Lesson 5 – Environmental Management and Laws Module Outcomes: At the end of the module, you must have: 1. identified the different types of problems; 2. examined the different sources of pollution and other environmental pollutants; 3. evaluated the extent of the effects of pollution on human and environment; 4. assessed the causes and effects of various environmental problems; and 5. proposed measures on mitigating the effects of pollution and other environmental problems. |2 Before you start with the lessons in this module, familiarize yourself with the terms listed in Table 1. Table 1. Terms you need to know in this module. Cholera It is an infectious disease that causes severe watery diarrhea, which can lead to dehydration and even death if untreated. Climate change It refers to the broader ranges that are happening to our planet Global warming It refers to the long-term warming of the planet Greenhouse gases The gases that let sunlight enter the atmosphere but slow the loss of heat from the Earth’s surface Green Marketing It is the marketing of environmentally friendly products and services. Green strategy A strategy that fundamentally helps an enterprise in making decisions that have a positive impact on the environment. Meningitis It is the inflammation of the protective membranes covering the brain and spinal cord. Ozone depletion The gradual thinning of Earth’s ozone layer in the upper atmosphere caused by the release of chemical compounds containing gaseous chlorine or bromine from industry and other human activities. Ozone layer A layer in the earth’s atmosphere at an altitude of about 6.2 miles containing a high concentration of ozone (O3). Pollutant It is defined as a substance whose presence, quantity, physical or chemical reactions pose a risk to health or to the environment. Pollution The introduction of a substance that is deleterious to health or to the environment. Scabies A skin infestation caused by a mite known as the Sarcoptes scabiel. Smog The combination of smoke and fog that describes the unsightly pall of brownish to black haze that hangs in the horizon in polluted cities. Typhus A disease caused by infection with one or more rickettsial bacteria. Waste Minimization A set of processes and practices intended to reduce the amount of waste produced. |3  Lesson Outcomes At the end of the lesson, you must have: 1. defined pollution; 2. identified the different types of pollution; 3. pointed out the different pollutants examine their sources and their effects; and 4. discussed the concept of eutrophication. Environmental pollution is defined as “the contamination of the physical and biological components of the earth system to such an extent that normal environmental processes are adversely affected” (Environmental Management, 2017) Engage A pollutant may be defined as a substance whose presence, quantity, physical or chemical reactions pose a risk to health or to the environment. Pollution may be defined as the introduction of a substance that is deleterious to health or to the environment. Contamination is the altering of the state or quality of an organism or environment due to the unnatural increase in the amounts of a certain substance. A pollutant may be a Source: http://images.google.com substance that is naturally occurring in the environment but due to certain factors has increased in quantity thus posing a threat to the ecological community. |4  Reflect on the following pictures. Think of just one word that describes each picture. Source: http://images.google.com Source: http://images.google.com __________________________ ___________________________ Source: http://images.google.com Source: http://images.google.com _________________________ __________________________ Explore Watch the video in this link https://www.nationaleographic.com/news/2017/07/plastic What problems can plastic cause in the ocean? |5 Explain I. Air Pollution In most parts of the world today, one cannot breathe easily anymore. Since the Industrial Revolution, the burgeoning industries and the continuously evolving transportation facilities have dumped increasing amounts of pollutive substances into the air. In the 1980s, developing countries in Asia, Latin America, and Africa joined the race for industrialization, which led to the burning of greater amounts of fossil fuel. Fossil fuel is the collective term given to coal, petroleum, oil, kerosene, gasoline, and natural gas, which can be burned to produce energy. This carbon- derived fuel comes from dead plants and Source: http://images.google.com animals, which had undergone decomposition for millions of years, usually under the sea, transforming them into the different combustible forms already mentioned. The developed countries use more energy in comparison with less developed countries. Energy usage varies in different regions of the world. II. Smog It is the urban signboard of pollution. Its name is derived from the combination of smoke and fog that describes the unsightly pall of brownish to black haze that hangs in the horizon in polluted cities. It is composed of a cocktail of pollutants that threatens health. The technical term for the said term is photochemical smog because it results from chemical reactions in the presence of sunlight. A primary component of smog is tropospheric ozone which is highly toxic; nitric acid, formaldehyde, and peroxyacyl nitrate (PAN) are the other major components. The negative effects of smog include eye irritation, serious respiratory problems, and memory loss. III. Major Air Pollutants The two major groups of air pollutants are the oxides of nitrogen and the oxides of sulfur. Occurring as nitrogen dioxide (NO2), nitrous oxide (N2O), nitric oxide (NO), sulfur dioxide (SO2), and sulfur trioxide (SO3), they produce acid rain (HNO3 and H2SO4) and tropospheric ozone. |6 A. The oxides of nitrogen, produced from burning fossil fuels in vehicles, powerplants and factories, account for the brownish color of smog. They aggravate asthma, and result in people’s predisposition to bronchitis and pneumonia, cause chest colds and coughing. NO2 is known to cause heart, lung, kidney, and liver damage. It also harms plants. B. Oxides of sulfur are emitted by furnaces and boilers in power plants, petroleum refineries, smelters, paper mills, chemical plants, and vehicles. At low concentrations, sulfur dioxide (SO2) is a colorless, odorless gas that can aggravate respiratory problems such as bronchitis, asthma, and emphysema. These can corrode metals, injure plants, and impair visibility by as much as 80%. Oxides of sulfur are ranked second to smoking in causing respiratory damage. Air pollution is linked to heart and circulatory diseases. Medical researches prove that daily increases in NO2 and CO are linked with increases in cardiovascular diseases; NO2, SO2, and CO are significant risk factors for death from acute stroke (Linn et al., 2000; Hong et al., 2002). C. Ozone in the stratosphere is the protective blanket against the ultraviolet rays of the sun. When found in the troposphere which is nearest the surface of the Earth’s ozone, it becomes a harmful compound. When oxygen is subjected to nitrogen oxides and other pollutants that are emitted by vehicles and factories, they reach with each other in the presence of sunlight in what is called photochemical reactions, which then form ozone. Ozone causes irritations in the eyes and the respiratory system starting from the nose, throat, and into the lungs, causing asthma attacks, emphysema, lung inflammation, and general susceptibility to lung infections. It is recognized as the most harmful pollutant to plants. D. The greenhouse gases, CO2 and CO, which, together with methane nitrous oxide, are being linked to global climate change, contribute to the atmospheric pollution and may bring about adverse effects on human health. The oxides of carbon are emitted by vehicles, power plants, factories, and domestic fires. Carbon monoxide, a colorless, odorless by-product of incomplete burning of fossil fuel, contributes to air pollution and can be lethal to humans. E. Floating in the air are suspended particles, air pollutants in the form of solid particles or liquid droplets. Dust, soot, fly ash, smoke, vapors, aerosols, trace metals, asbestos, fertilizers, and pesticides come from industries, smelters, burning of fuels or wood, and soil cultivation. Together with natural allergenic like spores and pollen, they may reside in the air for long periods of time and cause respiratory symptoms, disease and lung damage, and may even cause death particularly in the very young and the elderly or those with respiratory or heart problems. It is reported that exposure to particulate matter or associated air |7  pollutants may affect fetal development, causing infant mortality, birth and functional defects. F. Air pollutants like benzene, arsenic, and asbestos which are released by chemical plants, industries, and vehicles are highly toxic. They are linked with cancers, birth defects, reproductive and respiratory malfunctions, and other serious injuries. Lead, a component of gasoline and paint, is produced in the burning of coal and lead-containing garbage, in smelters and car battery plants. It may contaminate soils and dust. It is highly toxic to humans, particularly to children where it may cause mental retardation, convulsions and hallucinations, and disrupt kidney and blood functions. IV. Acid Rain The burning of fossil fuel releases sulfur dioxide, nitrogen oxides, traces of mercury, and cadmium into the atmosphere. When mixed with the water vapor in the atmosphere, these compounds turn into sulfuric acid and nitric acid. The acidity of a substance is indicated by its pH level, H standing for hydrogen, a standardized measure using the amount of hydrogen ion (H+). More H+ means more acidity. A neutral pH is represented by distilled water at 7 (See Figure 1). Values on top diminish and represent the increasing acidity of substances. Values below represent increasingly basic substances. Rain is normally slightly acidic, with a pH of 5.6 but acid rain at pH 2.0 or less makes it more acidic than vinegar or lemon juice. Acid rain, with pH starting below 5.6, can be more acidic than vinegar Acid rain then falls to the ground as rain, Source: http://images.google.com snow, fog, hail, or as dust or gas, and can corrode concrete and metals, and stunt or kill plants and animals. Acid rain destroys forests by leaching away soil nutrients that are important to plant growth such as potassium, calcium, and aluminum. Forest soil, particularly in the tropics, has a small amount of nutrients which are found mostly in the thin topsoil. Leaching renders this precious little substrate depauperate which results in deforestation. Soils that have acid-neutralizing compounds can survive acid rain for years but thin soils in mountains and in already acidic areas cannot stand such abuse. Similarly, lakes that are rich in acid-neutralizing minerals may be able to survive acid rain at the start but continuous onslaught will kill fishes and other living organisms to the point where the lake “dies” suddenly, turning clear and bluish, and an indication that it has turned oligotrophic or nutrient-poor. Buildings, monuments, and sculptures have been corroded by acid rain and millions of |8 dollars’ worth of restoration work has had to be done on priceless works of art. The Stone in Parthenon, the Statue of Liberty, and the Taj Mahal are some of the most popular ones corroded by acid and which previous restoration work had to be done. In fact, all houses and buildings are affected by acid rain, thus necessitating repairs, reconstructions, or repaintings. V. Terrestrial Pollution Fertilizers are food supplements to crops, making them grow faster, and giving more harvest than what is naturally possible. NPK (nitrogen, phosphorus, and potassium), the three major components of fertilizers, are nutrients that plants need which have to be mined from rocks or developed from bird and mammal droppings and brought to agricultural fields in their commercial forms. Most fertilizers get into the soil and contaminate the waterways in the area. The sudden influx of nutrients that enrich the water is called eutrophication. Algae then bloom in ponds forming an opaque mat on the surface that blocks sunlight for other photosynthetic plants below thus killing them later. When these algae die, they rain down in pond bottom and form a mass of organic matter that becomes food for bacteria and other microorganisms. The bacteria have a heyday breaking down the mountains of food and in the process, use up all the available oxygen in the water. This makes the pond anoxic or devoid of oxygen thus killing off the fish and all other oxygen-requiring organisms in it. VI. Pesticides Insecticides kill insect pests that feed on the crops and may cause diseases that are transmittable to humans and animals. Fungicides kill fungi that parasitize crops causing crop diseases, and eventually death. Rodenticides kill rats and mice. Herbicides or weedicides kill weeds. Molluscicides kill snails that graze on rice and other crops, as well as compete with fish in fishponds. Piscicides kill fish species that are considered pests in fishponds where preferred species are being cultured. The usefulness of pesticides in controlling pests is only one side of the coin for they also cause harm to what humans classify as beneficial or nonpest organisms. When an organism is contaminated by a pesticide, it passes the toxin to the organism that feeds on it, and the feeder passes it to the next predator, up to the food chain. Since smaller food organism is eaten in bulk to satisfy bigger predators, the total amount of toxin ingested by the predators increases considerably as it moves up the food chain in a process called bioaccumulation or biomagnification. This means that the last predator, the one on top of the food chain, ingests the most amount of toxin. In many cases, man is at the top of the food chain and, therefore, receives the greatest amount. VII. Salinization and Desertification It is not well-known that over irrigated lands become waterlogged which kills plants and animals due to the absence of oxygen in the soil which has been displaced by water. Freshwater always carries a lot of mineral salts scoured from rocks, soils, |9 and organic matter that its route brings it in contact with. During irrigation, the water is absorbed while some evaporates, leaving the salts to accumulate in the soil which literally is soil salinization. The salts may break down the organic nutrients, thus depleting the soil of an otherwise rich growing medium. In time, the soil would lose its fertility and the vegetation would die off leaving a virtual desert. Desertification is a global threat particularly to grasslands and forests that are being converted to croplands. VIII. Freshwater Pollution Between 70% and 78% of the planet Earth is covered by water, making it virtually a water planet. Of the total waters, 97% is contained in the oceans as saltwater. Of the 3% freshwater, 75% is in the form of ice and is therefore unusable. Of the remaining 25%, 14% is not available because it is located below 1,000 meters and is often saline. The remaining 11% is the cyclic portion available for human use. In this light, the present state of pollution of much of the freshwater sources of the world is most alarming. Freshwater is subject to different categories of pollutants that could at the very least degrade the quality of water, or cause illnesses or deaths. Pollution is a major factor in the water shortage problem. From human and animal wastes that contaminate water come bacteria, viruses, and human and animal parasites. Inorganic chemicals like lead and mercury and organic chemicals like pesticides, solvents, oil, gasoline, and detergents, and many other compounds are toxic to humans and animals. Sediment, composed of soil or the finer silt, comes from erosion, mining and constructions. Radioactive substances in water can cause genetic mutations and cancer. High levels of nitrates in the water are highly toxic to humans and can kill children. Nutrient enrichment of freshwater bodies leads to eutrophication that starts an algal bloom and ends in the decimation of aquatic organisms. IX. Marine Pollution Pollution in freshwater bodies is pollution that finally gets into the sea. Pollution in the marine environment sets off the eutrophication cycle that may, however, not immediately result in the decimation of marine organisms due to the vastness of the sea, but certainly brings about harmful environmental changes. Red tide causes fish kills and human intoxication and death. Eutrophication is the most recent cause of disturbance in coral reefs where because of more nutrients that the algae proliferate, it overgrows corals in what is called a coral-algal dominance shift. The danger lies in the possible die-off of hard corals, which build the reefs. Reefs are the massive living complexes that build land and prevent soil erosion aside from providing a great variety of habitats to marine organisms. | 10 X. Siltation or Heavy Sedimentation It results from natural landslides, overlogging, and irresponsible constructions that clog and suffocate the small eight-armed individual coral animals called polyps that filter food from the water. Even marine filter feeders like shrimps, clams and crabs are not able to filter off suspended particles if there is too much silt, and may experience clogging of the gills. Dredging spoils likewise carry toxic metals, oils, and other pollutants that may cause not only smothering but reproductive problems and mutations. XI. Thermal Pollution Factories and industries use machines that have to be cooled by water and release the heated wastewater into rivers or estuaries. This is a source of stress to aquatic animals and plants, particularly to young forms such as eggs, larvae, or fries that are quite sensitive and may die from an elevation of water temperature by as low as 1°C. Cooling water, particularly from power stations, is discharged into the sea and creates a plume of hot water that changes the ambient temperature of the receiving water. This kills marine organisms, which are sensitive to sudden temperature changes, particularly the young forms such as eggs and larvae. Tropical marine animals are generally harmed by increases from 1-3°C. Most mollusks, sponges, and crustaceans die at 37°C while the turtle grass, Thalassia, is killed at 35-40°C. Temperature of discharges may reach 40-45°C. XII. Toxic Heavy Metals Toxic heavy metals like arsenic, mercury, lead, cadmium, copper, iron, and zinc get into the sea from different sources. Certain levels of metal compounds naturally occur in seawater from natural processes like erosion and volcanism. Some of these are in traces of useful nutrients but some are not useful. Organisms vary in possessing mechanisms to regulate metals and also vary in their tolerances of these. Thousands of tons of Mercury are produced each year and a considerable part of these get to the air and waterways through the waste matter. Marine organisms, particularly clams, are known to accumulate heavy metals. XIII. Oil Spills Crude oil or refined petroleum may contain several-thousand different compounds that are toxic individually or in combination and whose effects on organisms vary according to age and the time of year. A hydrocarbon is a complex molecule composed of from one to 26 carbon atoms to which hydrogen atoms are attached and which together form chains of different shapes. Because of its complexity, crude oil can be broken down into many derivatives. It is refined by boiling processes that yield different fractions with different uses such as light gasoline for vehicles, naptha as fuel in the petrochemical industry, bunker fuel in ships and power stations, and tar. | 11 Oil spills are greatly damaging to the marine environment because they contain a variety of other chemicals that are toxic to many marine plants and animals. Heavy mortalities result from the oil spill. Sub lethal effects include physiological, behavioral, and long term developmental defects. Immediate death may result through smothering, as seen in barnacles, fish, crabs, shrimps, bivalves. Sea birds are harmed by the physical effects of oil on their plumage. With oil, the plumage loses its water repellent property, buoyancy, and thermal insulation capability and can become waterlogged making the bird vulnerable to sinking and drowning. Loss of insulation leads to hypothermia and death. When the bird preens in an attempt to remove the oil, the swallowed oil causes intestinal disorders and renal or liver failure. It depresses egg laying and/or hatching, and may kill embryos in already laid eggs. A major source of the oil slick is the oil tankers that transport crude oil from source countries to refineries in other countries. Upon delivery, the tankers must fill their empty ballasts with seawater for stability but are not allowed to discharge oil- containing wastewater at the loading terminal so they discharge at sea, causing oil slicks. XIV. Toxic and Radioactive Wastes Toxic industrial wastes and radioactive wastes are dumped into the sea. The sea is naturally radioactive from potassium-40, tritium (H3), and decay products of uranium and thorium but human inputs have enormously increased the risks from radioactive hazards. Algae like Porphyra, Ulva, and Enteromorpha and clams accumulate radioactive wastes. Bottom-dwelling fishes are likewise exposed to radioactivity. It is expected that some genetic and morbidity disturbances affect these organisms. XV. Plastics They are found in all garbage dumps and pose particular problems at sea. Pellets and fragments of polyethylene, polypropylene, and polystyrene have been found in beaches worldwide, even far from industries that produce them, which show that they have circulated through the seas. These must have been accidentally spilled or deliberately dumped. These cause not only an eyesore but a real hazard to seabirds that accidentally ingest them. There is information that some seabirds have so gotten used to seeing plastics that they think these are food and feed these to their young. XVI. PCBs PCBs (polychlorinated biphenyls) are organic molecules of two benzene rings to which chlorine molecules are attached. These are by-products in the production of electrical equipment, paints, plastics, and adhesives. These are absorbed in the body and not easily excreted being fat-soluble and persistent. PCBs have been linked to the deaths of seabirds and seals in the Baltic Sea. | 12  Another toxicant, tributyltin (TBT), is found in antifouling paint used on ship hull to prevent the settlement of fouling organisms like barnacles and teredo worms. In the early 1980s, it was discovered that TBT was found to cause female snails, like mud snails to develop secondary male characteristics, a condition called imposex. Needless to say, imposex reduces reproductive potential in the population. Oysters, on the other hand, develop thicker and deformed shells. TBT has been banned and since the pesticide is not very persistent in the environment, the affected species have been recovering. Elaborate Make a short video clip showing all the different environmental problems in your area. Then make a proposal on how you can mitigate those problems. Be creative in making your video clip which is not more than 5 minutes. | 13 Evaluate Name: Date: Program and Section: Score: Direction: In each number, fill in the blank with the word or phrase that correctly answers the description. _____________1. The introduction into an ecosystem of a substance that causes ill effects on the organisms and the ecosystem. _____________2. Air pollutants in the form of solid particles or liquid droplets such as dust, ash, soot, vapors. _____________3. The accumulation in the soil of mineral salts from irrigation water which renders the soil infertile. _____________4. Fine sand from landslides or heavy sedimentation that may clog the gills of filter and suspension feeders. _____________5. A pollutant from gasoline, paints, and batteries that retards growth and may cause death in marine organisms. _____________6. The marine pollutant that smothers marine organisms such as barnacles and shrimps, destroys the heat insulation of bird plumage and causes physiological, behavioral and developmental defects. _____________7. Organic molecule of two benzene rings to which chlorine molecules are attached, and which are linked to deaths of seabirds and seals in the Baltic Sea. ____________ 8-10. For 3 points, discuss the concept of eutrophication. | 14  Lesson Outcomes At the end of the lesson, you must have: 1. discussed greenhouse effect; 2. identified the different greenhouse gases and their sources; and 3. pointed out the consequences of global warming and climate change. The rising average temperature of Earth’s climate system, called global warming, is driving changes in rainfall patterns, extreme weather, arrival of seasons, and more. Collectively, global warming and its effects are known as climate change. Engage In recent years, scientists noticed that the average temperature of the Earth was increasing. They looked for causes of the said change. It is clear that the Earth has had alterations in its average temperature many times in the geologic past before humans were present. So, scientists initially tried to determine if warming was a natural phenomenon or the result of human activity. Explore Internet access the following: The Heat Over Global Warming http://www.pbs.org/now/shows/304 God and Global Warming http://www.pbs.org/now/shows/343/index.html Is human activity bringing about alarming global warming scenarios and related catastrophes? Or is such thinking a myth brought about by flawed or incomplete science? Finding the answers to these questions has turned global warming into a highly politicized and contentious issue. | 15 Explain Several gases such as carbon dioxide, chlorofluorocarbons, methane, and nitrous oxide are known as greenhouse gases because they let sunlight enter the atmosphere but slow the loss of heat from the Earth’s surface. Evidence of past climate change can be traced as far as 160,000 years. It indicates a close correlation between the concentration of greenhouse gases in the atmosphere and global temperatures. I. Causes of Global Warming and Climate Change Several gases in the atmosphere are transparent to ultraviolet and visible light but absorb infrared radiation. These gases allow sunlight to penetrate the atmosphere and be absorbed by the Earth’s surface. This sunlight energy is reradiated as infrared radiation (heat), which is absorbed by the greenhouse gases in the atmosphere. Because the effect is similar to what happens in a greenhouse (the glass allows light to enter but retards the loss of heat), these gases are called greenhouse gases, and the warming from their increase is called the greenhouse effect. The most important greenhouse gases are CO2, chlorofluorocarbons (primarily CCl3F and CCl2F2), methane (CH4), and nitrous oxide (N2O). Carbon dioxide (CO2) is the most abundant of the greenhouse gases. It occurs as a natural consequence of respiration. However, much larger quantities are put into the atmosphere as a waste product of energy production. Greenhouse Effect. The greenhouse effect naturally warms the Coal, oil, Earth’s surface. Without it, Earth would be 33°C cooler than it is natural gas, today – uninhabitable for life as we know it. and biomass Source: http://images.google.com are all burned to provide heat and electricity for industrial processes, home heating, and cooking. Another factor contributing to the increase in the concentration of CO 2 in the atmosphere is deforestation. Trees and other vegetation remove CO2 from the air and use it for photosynthesis. Since trees live for a long time, they effectively tie up carbon in their structure. Cutting down trees to convert forested land to other | 16 uses releases this carbon, and a reduction in the amount of forest lessens its ability to remove CO2 from the atmosphere. The combination of these factors (fossil-fuel burning and deforestation) has resulted in an increase in the concentration of CO2 in the atmosphere. Measurement of CO2 levels at the Mauna Loa Observatory in Hawaii shows that the CO2 level increased from about 315 parts per million (ppm) in 1958 to about 380 ppm in 2005. Since changes in CO2 levels in the atmosphere are due to Change in Atmospheric Carbon Dioxide Since the human activity, we can establishment of a CO2 monitoring station at Mauna Loa make changes that will Observatory in Hawaii, a steady increase in CO2 levels stabilize or reduce has been observed atmospheric CO2. Methane comes primarily from biological sources, although some enter the atmosphere from fossil-fuel sources. Several kinds of bacteria that are particularly abundant in wetlands and rice paddies release methane into the atmosphere. Methane releasing bacteria are also found in large numbers in the guts of termites and various kinds of ruminant animals such as cattle. Control of methane sources is unlikely since the primary sources involve agricultural practices that would be very difficult to change. Chlorofluorocarbons (CFCs) are also a minor component of the greenhouse gas picture and are entirely the result of human activity. CFCs were widely used as refrigerant gases in refrigerators and air conditioners, as cleaning solvents, as propellants in aerosol containers, and as expanders in foam products. Although they are present in the atmosphere in minute quantities, they are extremely efficient as greenhouse gases (about 15, 0000 times more efficient at retarding heat loss than is carbon dioxide). Because CFCs are a major cause of ozone destruction, the production of CFCs has been sharply reduced and will be eliminated in the future. Atmospheric concentrations have begun to decline. II. Potential Consequences of Global Warming and Climate Change It is important to recognize that although a small increase in the average temperature of the Earth may seem trivial, such an increase could set in motion changes that could significantly alter the climate of major regions of the world. | 17 Computer models suggest that rising temperatures will lead to a cascade of consequences that affect the hydrologic cycle, sea level, human health, the survival and distribution of organisms, and the use of natural resources by people. Furthermore, some natural ecosystems or human settlements will be able to withstand or adapt to the changes, while others will not. Poorer nations are generally more vulnerable to the consequences of global warming. These nations tend to be more dependent on climate-sensitive sectors, such as subsistence agriculture, and lack the economic resources to buffer themselves against the changes that global warming may bring. A. Disruption of the Hydrologic Cycle. Among the most fundamental effects of climate change is the disruption of the hydrologic cycle. Rising temperatures are expected to result in increased evaporation, which will cause some areas to become drier, while the increased moisture in the air will result in greater rainfall in other areas. This is expected to cause droughts in some areas and flooding in others. In those areas where evaporation increases more than precipitation, the soil will become drier, lake levels will drop, and rivers will carry less water. Lower river flows and lake levels could impair navigation, hydroelectric power generation, and water quality and reduce the supplies of water available for agricultural, residential, and industrial uses. B. Rising Sea Level. A warmer Earth would result in rising sea levels for two different reasons. When water increases in temperature, it expands and takes up more space. In addition, a warming of the Earth would result in the melting of glaciers, which would add more water to the oceans. Rising sea level erodes beaches and coastal wetlands inundate low-lying areas and increase the vulnerability of coastal areas to flooding from storm surges and intense rainfall. By 2100, sea level is expected to rise by 15 to 90 centimeters. A 50-cm sea-level rise will result in substantial loss of coastal land in North America, especially along the southern Atlantic and Gulf coasts, which are subsiding and are particularly vulnerable. C. Health Effects. Climate change will impact human health in a variety of ways.  Heat Affects Health. The most direct effect of climate change would be the impacts of hotter temperatures. Extremely hot temperatures increase the number of people who die (of various causes) on a given day. For example, people with heart problems are vulnerable because the cardiovascular system must work harder to keep the body cool during hot weather. Heat exhaustion and some respiratory problems increase. | 18  Heat Affects Air Pollution. Climate change will also aggravate air quality problems. Higher air temperature increases the concentration of ozone at ground level, which leads to injury of lung tissue and intensifies the effects of airborne pollen and spores that cause respiratory disease, asthma, and allergic disorders. Because children and the elderly are the most vulnerable, they are likely to suffer disproportionately with both warmer temperatures and poorer air quality.  Tropical Diseases Could Migrate to Former Temperate Regions. Throughout the world, the prevalence of particular diseases depends largely on the local climate. Several serious diseases appear only in warm areas. As the Earth becomes warmer, some of these tropical diseases may be able to spread to parts of the world where they do not currently occur. Diseases that are spread by mosquitoes and other insects could become more prevalent if warmer temperatures enabled those insects to become established farther north. Such “vector-borne” diseases include malaria, dengue fever, yellow fever, and encephalitis. Some scientists believe that algal blooms could occur more frequently as temperatures rise, particularly in areas with polluted waters, in which case outbreaks of diseases such as cholera that tend to accompany algal blooms could become more frequent.  Changes to Ecosystems. Some of the most dramatic projections regarding global warming involve natural systems. Geographic distribution of organisms could be significantly altered by climate change. As the climate gets warm, organisms that were formerly restricted to warmer regions will become more common toward the poles. The tundra biomes of the world will be greatly affected because of the thawing of the permafrost, which will allow the northward migration of boreal species. Similarly, mountainous areas will have less snow and earlier melting of the snow that does accumulate during the winter. Coral reefs are especially challenged because they are affected both by an increase in water temperature and by an increase in the acidity of the ocean. When CO2 dissolves in water, it forms an acid. An increase in acidity would cause the skeleton of corals and the shells of many other organisms to tend to dissolve. This would make it more difficult for these organisms to precipitate calcium salts from the ocean to construct their skeletons and shells. Low-lying islands and shorelines will be impacted by rising sea levels. Mangrove forests and marshes will be inundated and subjected to violent weather and storm surges. | 19   Challenges to Agriculture and the Food Supply. Climate strongly affects crop yields. Fuel Type Based on Default Value Mobile combustion Units kgCO2/liter kgCH4/liter kgN2O/liter Gasoline Liters 2.30 0.001090 0.000105 Diesel Liters 2.71 0.000140 0.000143 Sources: Volume2, Table 3.2.1 and 3.2.2 (Mobile combustion) International Energy Agency Energy Statistics Manual Yields will fall in regions where drought and heat stress will increase. In regions that will receive increased rainfall and warming temperatures yields should increase. However, episodes of severe weather will cause crop damage that will affect yields. A warmer climate would reduce flexibility in crop distribution and increase irrigation demands. Expansion of the ranges of pests could also increase vulnerability and result in greater use of pesticides. Despite these effects, total global food production is not expected to be altered substantially by climate change, but negative regional impacts are likely. Agricultural systems in the developed countries are highly adaptable and can probably cope with the expected range of climate changes without dramatic reductions in yields. It is the poorest countries, where many already are subject to hunger, that are the most likely to suffer significant decreases in agricultural productivity Elaborate CALCULATING ENTITY-LEVEL GHG EMISSIONS Please use the emission factors provided. Answers should be in kgCO2e and in 4 decimal places. I. Compute for GHG emissions due to mobile fuel combustion Activity Data Type of Fuel Proxy Data Given Data Total Volume Units Total Volume Units Gasoline 2, 000 Liters 1, 500 Liters Diesel 5, 000 Liters 3, 000 Liters A. Compute for the CO2 emissions using the appropriate emission factors. Sample computation Activity Data x CO2 Emission Factor – GHG Emission 20 liters of gas 2.30 kgCO2/liter -- 46. 00 kgCO2 | 20  Liters of gas CO2 emission factor of gas GHG emissions X _______________ X _________________________ = ________________ Liters of diesel X CO2 emission factor of diesel = GHG emissions _______________ X ______________________ = __________________ B. Compute for the CH4 and N2O emission using the appropriate emission factors. Sample Computation Activity Data X Emission Factor X GWP – GHG Emission Example 20 liters of gas X 0.001090 kgCH4/liter X 21 - 0.4578kgCO2e 20 liters of gas X 0.000106 kgN2O/liter X 310 - 0.6572 kgCO2e Greenhouse gas Methane (CH4) Nitrous Oxide (N2O) Global Warming 21 310 Potential (GWP) Use the following tables for computation: CH4 emissions Fuel type Volume (L) Emission factor GHG Emission kgCH4 (kgCH4/liter) N2O emissions Fuel type Volume (L) Emission factor GHG Emission kgN2O (kgN2O/liter) Compute for the Carbon Dioxide Equivalent (CO2e) A B C D E F G H (D x21) (F x 310) (C + E + G) Fuel Volume kgCO2 kgCH4 kgCH4 in kgN2O kgN2O in Total in type (L) kgCO2e kgCO2e kgCO2e | 21 II. Compute for the GHG emissions due to PURCHASED ELECTRICITY Given: Location facility: Tuguegarao City Annual Electricity Used: 520, 000 kWh (Proxy data) 320, 000 kWh (Own data) Electricity Grid Luzon and Visayas Mindanao Emission factor (kgCO2/kWh) 0.519 0.700 Sample Computation Formula: Activity data x Emission factor - GHG emission 100 kWh x.700kgCO2 kWh - 70. 0 kgCO2e | 22 Evaluate Name: Date: Program and Section: Score: I. Multiple Choice Direction: Read each item carefully then encircle the letter of your corresponding answer. 1. Earth’s temperatures are stable because were surrounded by___________ which allows the right amount of sunlight in to warm the Earth. a. a cloud layer b. an atmosphere c. gravity d. water 2. The solar energy that warms the Earth includes visible light, infrared and _______ coming from the sun. a. Gamma rays b. ultraviolet radiation c. microwaves d. sunspots 3. The solar radiation that bounces off the Earth back toward the atmosphere is mostly _______. a. Gamma radiation b. x-ray radiation c. nuclear radiation d. infrared radiation 4. Too many greenhouse gases in the atmosphere may block heat from escaping into space and trap too much heat next to the Earth’s surface causing___________. a. Another ice age b. global warming c. earthquakes d. volcanic eruption 5. How does the greenhouse effect work? a. Greenhouse gases reflect the sun’s energy, causing it to warm the Earth. b. Greenhouse gases absorb the sun’s energy, slowing or preventing heat from escaping into space. c. Greenhouse gases directly warm oceans and cause dramatic weather. d. Oceans absorb greenhouse gases, which cause the Earth’s temperature to rise. 6. What is the most potent greenhouse gas? a. Fluorinated gases b. Carbon dioxide c. Nitrous oxide d. Methane 7. Which of these greenhouse gases is most abundant in the atmosphere? a. Carbon dioxide b. Methane c. Nitrous oxide d. water vapor | 23  8. If Earth had no greenhouse gases, the planet would be________. a. too hot to support life b. cooler but still able to support life c. too cold to support life d. it depends on the species of aerosol in the GHG-free atmosphere. 9. Climate change will lead to which of these conditions? a. Improved food yield in developing countries b. Decreased food yield in developed countries c. Less famine around the world d. Decline in coral reefs 10. Which are possible solutions for climate change? a. Hybrid technology b. Creating carbon emission cap c. More wind power d. All of the above II. Describe the Greenhouse Effect and how it affects the temperature and radiation emitted at the surface, in the atmosphere, and at the top of the atmosphere. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ | 24  Lesson Outcomes At the end of the lesson, you must have: 1. discussed the formation of ozone molecule and its destruction by a catalytic atom or molecule; and 2. identified the compound/s that cause ozone depletion. Ozone depletion is a major environmental problem because it increases the amount of UV radiation that reaches the Earth’s surface, which increases the rate of skin cancer, eye cataracts, and genetic and immune system damage. Engage Ozone is both beneficial and harmful to us. Near the ground, ozone-forming as a result of chemical reactions involving traffic pollution and sunlight may cause a number of respiratory problems. However, high up in the atmosphere in a region known as the stratosphere, ozone filters out incoming radiation from the sun in the cell-damaging UV part of the spectrum. Without this ozone layer, life on earth would not have evolved in the way it has. Explore Access the video below through the internet and answer the questions below. The Ozone Hole: Closing the Gap Link: https://earthobservatory.nasa.gov/features/videos/the-ozone-hole 1. What could be the reason behind the recovery of the ozone layer? 2. Can the ozone layer heal itself? | 25 Explain Ozone is a molecule made of three atoms of oxygen that are bonded together (O3). In the 1970s, various sectors of the scientific community became concerned about the possibility that the ozone layers in the earth’s upper atmosphere (stratosphere) were being reduced. In 1985, it was discovered that a significant thinning of the ozone layer over the Antarctic occurred during the Southern Hemisphere spring (September- November). This area became known as the “ozone hole.” Some regions of the ozone layer showed 95% depletion. Ozone depletion also was found to be occurring farther north than previously. Measurements in Arctic regions suggest a thinning of Source: http://images.google.com the ozone layer is also happening. I.WHY STRATOSPHERIC OZONE IS IMPORTANT The ozone in the outer layers of the atmosphere, approximately 15 to 35 kilometers from the Earth’s surface, shields the earth from the harmful effects of UV light radiation. Ozone absorbs UV light and is split into an oxygen molecule and an oxygen atom: O3 Ultraviolet light O2 + O. Oxygen molecules are also split by UV light to form oxygen atoms: O2 Ultraviolet light 2O. Recombination of oxygen atoms and oxygen molecules allows ozone to be formed again and to be available to absorb more UV light: O2 + O O3. This series of reactions results in the absorption of 99% of the UV light energy that comes from the sun and prevents it from reaching the Earth’s surface. Less ozone in the upper atmosphere results in more UV light reaching the Earth’s surface. The damaging UV rays, known as UV-C, found in the 200-290 nanometer bands. Organisms cannot tolerate UV rays. This is shown well with the use of UV light to disinfect microbiological laboratories. Single-celled organisms like the simplest algae and bacteria die from exposure to UV rays. Multicelled organisms have certain defense mechanisms like protective pigmentation on the skin surface, but this protection is very limited. In humans, skin cancer, cataracts, snow blindness, and possible degradation of the immune system may result from exposure to UV radiation. Of 200 plants screened for reaction to UV rays, 140 reacted with decreased photosynthesis, decreased yield, smaller leaf area and inefficient water use. II.OZONE DESTRUCTION Chlorofluorocarbons are strongly implicated in the ozone reduction in the upper atmosphere. CFCs and similar compounds can release chlorine atoms, which can lead to the destruction of ozone. Chlorine reacts with ozone in the following way to reduce the quantity of ozone present: Cl + O3 ClO + O2 ClO + O Cl + O2 | 26 These reactions both destroy ozone and reduce the likelihood that it will be formed because atomic oxygen (O) is removed as well. It is also important to note that it can take 10 to 20 years for CFC molecules to get into the stratosphere, and then they can react with the ozone for up to 120 years. Another culprit, halon, the chemical in fire extinguishers, contains bromine, which is a hundred times more ozone destructive than chlorine. Carbon tetrachloride and methyl chloroform used in refrigerants and industries are two other ozone depleters. To mitigate the problem, a recommendation is to use greener CFCs, which are compounds that contain hydrogen thus they degrade easily. Non-CFC propellants and non-aerosol products are safer alternatives. The use of new technologies, recovery of discarded refrigerants, and capturing CFC emissions and prevention of evaporation of cleaning solvents may help save the situation. In 1987, with the severity of the ozone destruction problem, 24 countries signed the Montreal Protocol on Substances that Deplete the Ozone Layer agreeing to cut back on CFC production to less than 50% by 1998. Controls on the production of halon were included in the treaty. In 1990, 75 countries signed the London Amendments, Source: http://images.google.com further strengthening the agreement, calling for the elimination of CFCs worldwide in a decade, and setting up an international fund of $200 billion to enable less developed countries to join the effort (Buchholz, 1998). The hydro-chlorofluorocarbons (HCFCs) were developed to replace CFCs. These gases can still damage ozone if they reach the stratosphere, but they are less likely to since their extra hydrogen atom allows them to be destroyed in the lower layers of the atmosphere. These gases are also controlled under the Montreal Protocol and were phased out after 2004. The gases that replaced both the CFCs and HCFCs are hydrofluorocarbons (HFCs), which do not contain any chlorine atoms and neither have ozone-depleting effect. Unfortunately, many of them are powerful greenhouse gases and could contribute to global warming if emitted in large quantities. | 27 Elaborate Watch the video. Environments Episode: https://www.youtube.com/watch?v=S_XhwQmpzoE This video asks you to look at the environment in a way that is probably very different from, but much more useful than, the way most people think about it. Make a synthesis on this video. Evaluate Name: Date: Program and Section: Score: Answer the following questions briefly. 1. What are the reactive halogen gases that destroy stratospheric ozone? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2. How do emissions of halogen source gases lead to stratospheric ozone depletion? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3. What emissions from human activities lead to ozone depletion? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 4. Has the Montreal protocol been successful in reducing ozone-depleting substances in the atmosphere? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ | 28  Lesson Outcomes At the end of the lesson, you must have: 1. discussed that overpopulation affect the spread of infectious diseases; and 2. identified emerging infectious diseases due to population density. The density of the population does not of itself determine the ease with which infection spreads through a population. Problems tend to arise primarily when populations become so dense as to cause overcrowding. Engage More people mean that there is a need for more food and other resources, and per capita, there will be less living space, less land, less water, more garbage, more energy expenditure, more pollution, more disturbance, and destruction of the environment. At least one theory predicts that the environment will crash in this century. Explore Identify the challenges and solutions in the case study below (Diarrheal disease) Oral rehydration therapy (ORT) is an inexpensive, life-saving treatment for dehydration. Whenever access to clean water and sanitation is limited, diarrheal diseases like cholera threaten lives, especially those of babies and young children. ORT, which is essentially a mixture of salt, water, and sugar, has earned the label "a simple solution" because it is made from basic, inexpensive ingredients, and can Teaching oral rehydration therapy, be easily learned. Bangladesh, 1980s Source: http://images.google.com | 29 Explain The world population today continues to increase and is expected to exceed 10 billion in 2050. The rate of increase is nearing 100 million per year with 95% of the increase occurring in the developing countries. This is set against the unchanging area of the earth and its fast depleting resources. The fastest-growing populations are those in the poorest countries of the world where many are uneducated, cannot read and write, where the women are financially dependent on their husbands and the children are required to work (Enger & Smith, 2000). The scenario of unchecked population growth implies more problems for the environment. The decreasing fuel resources will continue to be reduced as industrialized countries maintain their consumption levels and newly industrialized countries try to catch up. Even if their population growth rates are low, countries like the U.S. make a greater impact on the environment. One American affects the environment to a greater degree than 20 Indians. Food security will be a problem in the Third World where more forests and mountain slopes will be converted to croplands, promoting erosion, nutrient depletion, and desertification. There will be greater incursion into marine, freshwater, and estuarine areas for food and water sources. As more garbage is produced more air, water, and terrestrial pollution will result. For communities, inadequate shelter and overcrowding are major factors in the transmission of diseases with epidemic potential such as acute respiratory infections, meningitis, typhus, cholera, scabies, etc. Outbreaks of disease are more frequent and more severe when the population density is high (WHO, 2020). Overcrowding is often associated with decreases in quality of living conditions and sanitation, and hence the rate of agent transmission is typically very high in such areas. Thus, overcrowded cities or densely populated areas of cities can potentially serve as breeding grounds for infectious agents, which may facilitate their evolution, particularly in the case of viruses and bacteria. Rapid cycling between humans and other hosts, such as rats or mice, birds or bats can result in the emergence of new strains capable of causing serious disease. Elaborate Make a reaction paper on the article, “What 11 Billion People Mean for Disease Outbreaks” at https://www.scientificamerican.com/article/what-11-billion-people- mean-disease-outbreaks/ The reaction paper should include: Part 1: Summary of the Work, and Part 2: Your Reaction to the Work | 30 Evaluate Name: Date: Program and Section: Score: Explain briefly 1. How does overpopulation affect the spread of infectious diseases? ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 2. List at least 5 emerging infectious diseases due to population density. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ | 31  Lesson Outcomes At the end of the lesson, you must have: 1. identified the approaches and strategies of the government and corporations on environmental protection; and 2. enumerated and explained the major Philippine Environmental Laws. Environmental management is an integrated effort to preserve environmental functions that cover planning policy, exploitation, development, maintenance, reparation, supervision and control of the environment. Engage Ethical principles guide natural resources management schemes that have been used since the rise of environmentalism in developed countries in 1960. Cite products in the supermarkets that you think are pieces of evidence that local companies have become aware of environmental issues like conservation and protection. Explore Watch and read the video clip and article on this link: https://www.cnbc.com/2018/03/28companies Identify these top companies that practice waste minimization and how did they go about it? Explain I. Strategies of Governments A. Regulatory or “command and control” approach – governments take a direct approach by setting environmental standards or targets that will achieve the kinds of solutions to environmental problems. The environmental standards are set and enforced by legislation. Penalties for violators or those not honoring the standards are also imposed through legislation. | 32  B. Economic Incentives Approach – this allows businesses to develop their unique methods of solving the perceived problem, with the focus mostly on cleaning up the pollution after the damage has occurred (Buchholz, 1998). Incentives for reducing wastes may produce better results. Economic Incentive Instruments (EIIs) are another form of ensuring compliance by citizens and corporations. EIIs consist of charges or fines, “green” taxes, Deposit-refund schemes, Information Programs, Tradable Emission Permits, and Subsidies. These are called market- based instruments because it is the business condition and not the government that determines the costs. A. Property Rights Approach- The following are examples of how governments solve environmental problems using this approach. First, a government may confer land titles to individuals when a kind of resource is being inefficiently used in an area that is open to the public. Second, the government can and does resort to state ownership in order to conserve the resource if it is able to monitor the use of resources that it owns. Third, communal management is another option. Here, a group of people shares in the ownership. The idea is to put a limit on an individual’s abuse of resources when his rights are shared by others. II. Corporate Management Strategies. We have looked at how governments approach environmental protection. It is the business corporations; however, that has the biggest impact on the environment. In a way, businesses have employed management strategies that reflect the prevailing morals of the times. Several of these more common corporate management strategies are: A. Waste Minimization – Businesses have recognized increasingly that dumping of too many wastes is an inefficient way to operate. Public concern about dumpsites forces most businesses to reduce the waste they produce. It is part of the corporate responsibility of every business establishment to initiate measures to minimize waste. B. Product Life-Cycle Analysis –Before a good is produced, it passes through several steps in its life-cycle. The approach by some businesses is to reduce the environmental impact in each of the steps and then look at the total picture of the life cycle. For example, in the different stages of manufacturing, distribution, use, and disposal of a product, businesses began to assess the resources used, the energy consumed, the wastes produced, and the emissions released in each of the stages (Buchholz, 1998). C. Design for Disassembly – In order to facilitate recycling, some companies have started to redesign their products to make it easier for them to be disassembled once they reach the end of their usefulness. Companies like BMW, Whirlpool, Digital Equipment, 3M, and General | 33  Electric have tried designing their products such that once they are taken apart, the component parts can be reused to make other products. D. Green Marketing – Through the years, as businesses became sensitive to the demand for environment-friendly products, voluntarily, they came up with biodegradable and recyclable products such as more fuel- efficient cars and appliances. Recyclable parts or packaging may attract buyers more especially those who have started to care for the problems of society like the overflow of garbage. E. Greening of Strategy – The rising concern for the environment, however, has made the conduct of environmental assessment necessary. Environmental assessment is done in order for a business to be more aware of the issues arising out of the natural environment. The availability of natural resources and the impact of obtaining these resources go into the environmental assessment process. For non- renewable resources, a company may have to plan how to conserve the resource and search for substitutes when the resource starts to be exhausted. Strategies on how to responsibly extract the resource, how to find suppliers that engage in responsible extraction practices, and how to dispose wastes are the issues that have to be decided by the management. F. Greening of Communications – Once a company is thrust into a damaging environmental controversy, a head-on response from the company is crucial in order to defuse public anger or distrust. Among the ways, companies communicate the environmental impact of their operations to the public are through the creation of citizen action panels, community activities, emergency planning networks, or accounting systems. Other companies try the pro-active approach by publishing annual environmental reports. III.PHILIPPINE ENVIRONMENTAL LAWS The national environmental policy of the Philippines is to balance development and environmental protection (PEP, 1977). Like other countries, The Philippines’ environmental laws support Global Agenda 21 (or the Rio Declaration on Environment and Development), the program of action adopted by the UN Conference on Environment and Development (UNCED) in Rio de Source: http://images.google.com Janeiro in 1992. Principle 3 of the Rio Declaration states that “The right to development must be fulfilled so as to | 34  equitably meet developmental and environmental needs of present and future generations” (Beder, 1993). This statement is the core of sustainable development. A multi-sectoral body called the Philippine Council for Sustainable Development was born in 1992. Its objective is to lead the formulation of the Philippine Agenda 21, the national agenda for sustainable development. The Philippines has 8 major laws dealing with air, water, and toxic and solid wastes. They are as follows: 1. Marine Pollution Decree of 1976 (P.D. 979) 2. Philippine Environment Code of 1977 (P.D. 1152) 3. Philippine Environmental Policy of 1977 (P.D. 1151) 4. Toxic Substances and Hazardous and Nuclear Wastes Control Act of 1990 (R.A. 6969) 5. National Water and Air Pollution Control Commission of 1992 (R.A. 3931) 6. National Integrated Protected Areas System Act of 1992 (R.A. 7586) 7. Philippine Clean Air Act of 1999 (R.A. 8749) 8. Philippine Ecological Solid Waste Management Act of 2000 (R.A. 9003) Elaborate Conduct a Retail Eco-friendly Audit: This allows students to examine how their daily habits affect our world. Make a list of the top 5 products you are using each day. Once the list has been finalized, research on the companies’ sustainable manufacturing practices they follow and environmental causes they support. | 35 Evaluate Name: Date: Program and Section: Score: Direction: Answer the following questions briefly. 1. What are the three major kinds of strategies used in resource management? If you were to assess the way the Philippine government manages its natural resources, can you identify what kind or kinds of strategies are most often used? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2. Cite examples of companies and industries that use at least one of the six corporate management strategies. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 3. Familiarize yourself with one of the eight major environmental laws of the Philippines. How appropriate is it to the present-day concerns of society? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 4. How does the Philippine Environmental Policy reflect any of the three kinds of ethics- social, state, corporate, or economic ethics? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ | 36  References Enger, E. and Bradley Smith (2010). Environmental Science A Study of Interrelationships. 12th ed. McGraw-Hill Companies, Inc. U.S.A. Tayo, G.T. et al. (2004). Fundamentals of Environmental Science. Trinitas Publishing, Inc. Internet Sources https://www.who.int/water_sanitation_health/emergencies/qa/emergencies https://www.scientificamerican.com/article/what-11-billion-people-mean-disease- outbreaks/ https://earthobservatory.nasa.gov/features/videos/the-ozone-hole https://www.cnbc.com/2018/03/28companies http://www.pbs.org/now/shows/304 http://www.pbs.org/now/shows/343/index.html https://www.nationaleographic.com/news/2017/07/plastic | 37 Copy protected with Online-PDF-No-Copy.com