6 ch02 01_que_20090116 chem pp gce

ENVIRONMENTAL
SGIENGE
Effectivefor Examinationsfrom May/June2011
TheCaribbeanAdvanced
ProficiencyExamination
GAPE@

Gontents
RATIONALE ..................
AIMS
SKILLS AND ABILITIES TO BE ASSESSED ,,..............2
PRE-REQUTSTTESOF THE SYLLABUS................ ........4
STRUCTUREOF THE SYLLABUS
UNIT 1: ECOLOGY. HUMAN POPULATION AND NATURAL RESOURCES
MODULE 1: FUNDAMENTAL ECOLOGICAL PRINCIPLES.... .......s
MODULE 2: HUMAN POPULATION AND THE ENVIRONMENT....................10
MODULE 3: SUSTAINABLEUSEOF NATURAL RESOURCES........................16
UNIT 2: AGRICULTURE. ENERGY AND ENVIRONMENTAL POLLUTION
MODULE 1: AGRICULTURE AND THE ENVIRONMENT ..................................26
MODULE 2: ENERGY AND THE ENVIRONMENT
MODULE 3: POLLUTION OF THE ENVIRONMENT...... ..................39
OUTLINE OF ASSESSMENT 5l
REGULATIONS FOR PRIVATE CANDIDATES 6l
REGULATIONS FOR RE-SIT CANDIDATES ........61
ASSESSMENTGRID
GLOSSARY
I
cel-
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L
I AIMS
Thesyllabusaimsto:
l. stimulateinterestin theenvironment:
2. developanunderstandingof theinterdisciplinaryandholisticnatureof theenvironment;
3. developknowledgeandunderstandingof environmentalissuesandprinciplesandtheability
to applytheseto environmentalmanagement,particularlyin a Caribbeancontext;
4. developtheabilityto identifucriticalresearchquestionsandformulatehypothesisor guiding
statements.
5. developtheabilityto collect,collate,analyzeandinterpretenvironmentaldata;
6. developthe ability to communicateenvironmentalinformationand ideas logically and
conciselyin a variefyof forms;
7. provideanunderstandingof interactionsbetweenpeopleandtheenvironment;
8. increasean awarenessof theimportanceof tiving in harmonywith theenvironment;
. 9. recognizeand evaluatethe socio-economic,political and ethicalissuesin Environmental
Science;
10. foster positive attitudes,valuesand commitmentto identifying, solving and preventing
environmentalproblems;
I l. developanunderstandingof how naturalresourcesandtheenvironmentaffectqualityof life
andthequestfor sustainabledevelopmentin theCaribbean.
O SKILLSANDABILITIESTOBEASSESSED
The skills andabilitieswhich studentsareexpectedto developon completionof the syllabushave
beengroupedunderthreemainheadings:
(i) KnowledgeandComprehension;
(ii) Applicationof Knowledge;
(iii) PracticalAbilities.
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Knowledseand Comprehension
Theexaminationwill testcandidates'skillsandabilitiesto:
(i) Definetermsandexplainconcepts;
(ii) describeprocesses;
(iii) stateprinciplesandproperties;
(iv) explaininteractionsandinter-relationships.
Application of Knowledee
(i) analyzeanddiscussdifferentenvironmentalsituations;
(ii) evaluateandjustify options(for theuseof resources);
(iii) compareandcontrastalternativesolutionsto environmentalproblems;
(iv) selecttechniquesandmethodotogiesappropriateto differentenvironmentalsituations;
(v) suggestpossiblesolutionsto specificenvironmentalproblems;
(vi) drawinferencesfrom environmentaldata.
Practica,lAbilities
(i) selecttechniques,designs,methodologiesandinstrumentsappropriateto diferent
environmentalsituations:
(ii) useinstrumentsto measureenvironmentalparameters;
(iii) collectandcollatedata;
(iv) analyze,interpretandpresentdata;
(v) usequantitativetechniquesappropriately;
(vi) developappropriatesolutionsto specificenvironmentalproblems.
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O PRE-REQUISITESOFTHESYLLABUS
Any personwith a good graspof the contentsof the CaribbeanSecondaryEducationCertificate
(CSEC)IntegratedScienceor Physicsor Chemistryor Biologyor Geographyor AgriculturalScience
syllabuses,or the equivalent,shouldbe ableto pursuethe courseof studydefinedby the syllabus.
However,successfulparticipationin thecourseof studywill alsodependon thepossessionof good
verbalandwrittencommunicationskills.
r STRUCTUREOFTHESYLLABUS
The subjectis organisedin two Units. EachUnit containsa body of knowledgeandskills drawn
from severaldisciplinesthat impact on the environment. Unit 1 addressesEcology, Human
Population and Natural ResourceUse, while Unit 2 deals with Agriculture, Energy, and
EnvironmentalPollution.
A Unit comprisesthreeModules,eachrequiring50hours. Thetotaltime for eachUnit,is therefore,
expectedto be 150hours. EachUnit canindependentlyoffer studentsa comprehensiveprogramme
of studywith appropriatebalancebetweendepthandcoverageto providea basisfor furtherstudyin
thisfield.
UNIT l: Ecology,Human PopulationandNatural Resources
ModuleI - FundamentalEcologicalPrinciples
Module2 - HumanPopulationandtheEnvironment
Module3 - SustainableUseof NaturalResources
UNIT 2: Agriculture,EnergyandEnvironmentalPollution
ModuleI - AgricultureandtheEnvironment
Module2 - EnergyandtheEnvironment
Module3 - Pollutionof theEnvironment
In this syllabus,the specificobjectiveswhich are denotedby an asterisk(*) are particularly
suitablefor practical exercises.However,the project neednot be limited to theseobjectives.
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UNIT1: ECOLOGY,HUMANPOPULATIONANDNATURAL
RESOURCES
MODUTEl: FUNDAMENTATECOLOGICAIPRINCIPLES
GENERATOBJECTIVES
Oncompletionof thisModule,studentsshould:
l. understandthebasicecologicalconcepts;
2. understandtheprocessesthatgoverntheinteractionsof organismswith thebioticandabiotic
componentsof theirenvironment;
3. understandtherelationshipbetweenpeopleandtheenvironment;
4. acquireknowledgeanddeveloppracticalandanalyticalskills.
SPECIFICOBJECTIVES
Studentsshouldbeableto:
l. differentiate between key
ecologicaltermsandconcepts;
EXPTANATORYNOTES
2. explaintherelationshipbetween
living organisms and their
environment;
Ecology: species, population, community,
ecosystem, biosphere, atmosphere,
hydrosphere,lithosphere,habitat,niche,biome,
ecotone.
(i) Thebioticandabioticenvironments.
(ii) Tolerancerangesandlimiting factors.
(iii) Ecologicalniches:
(a) fundamentalniche;
(b) realisedniche.
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UNITI
MODUTEl: FUNDAMENTATECOIOGICALPRINCIPLES(cont'd)
SPECIFICOBJECTIVES EXPI.ANATORYNOTES
3. outline the importance of (i) CarbonCycle.
biogeochemicalcycles;
(ii) NitrogenCycle.
(iii) PhosphorusCycle.
(iv) WaterCycle.
Include basic chemical equations and formula
for biogeochemicalcycles.
4. Explain the significance of
biogeochemicalcycleslo organisms;
5. explain how energy and nutrients (i) Productivity of producers and
flows within ecosystems; ecosystems.
(ii) Foodchainsandwebs.
(iii) Trophiclevels.
(iu) Ecologicalpyramids.
6. discusstypes of interactionsbetween (i) Competition.
organismsin communities;
(ii) Predator-prey.
(iii) Symbiosis:
(a) parasitisml
(b) commensalism;
(c) mutualism.
7. explain how ecosystems are self- Ecologicalsuccessionandclimax communities.
sustaining;
8. explaintheprocessof naturalselection Naturalselection,evolutionandadaptation.
and adaptationto the environment;
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UNITI
MODUTEl: FUNDAMENTATECOLOGICALPRINCIPIES(cont'd)
SPECIFICOBJECTIVES
EXPTANATORYNOTES
9. determine population size using Population sampling methods for moving and
appropriatesamplingmethods; non-moving organisms(for example,quadrats,
transects,capture.mark, release,recapture).
10. calculatespeciesdiversity;
o - )n (n'1).
N (N,1)
Where D-speciesDiversity
. N - totalnumberof orsanismof all
species
n - totalnumberof organismof a
particularspecies
I l. analyse the relationship between (i) Diversity within species.
species diversity and ecosystem
stability; (ii) Diversitybetweenspecies.
(iii) Communityandecosystemstability.
12. identifyfactorsaffectingpopulation (i) Biotic potential.
growthin a naturalecosystem;
(ii) Exponentialpopulationgrowth.
(iii) Environmentalresistance.
13. explain the concept of carrying
capacity;
14. evaluatehumaninteractionswithin (i) Human beings as part of the natural
naturalecosystems; ecosystems.
(ii) Benefitsof naturalecosystems
(iii) Anthropogenicimpacton ecosystemsand
biodiversityand the needto maintainits
integrity.
15. investigateat leasttwo ecosystems Considerboth terrestrialandaquatic(freshwater
in aterritory;* andmarine)ecosystems.
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UNITI
MODUTEl: FUNDAMENTATECOLOGICALPRINCIPLES(conl'd)
16.
measureanddiscussenvironmental
parametersin a givenhabitat;*
17. apply scientific method to Seesuggestedteaching-learningactivities.
experimentaldesignandanalysis;
18. Present and interpret data using
appropriatecharts,table,graPhs.
SueeestedTgachinsand Learnins Activities
To facilitatestudents'attainmentof the objectivesof this Module,teachersareadvisedto engage
studentsin theteachingandlearningactivitieslistedbelow.
l .
s
3 .
4.
5 .
6.
7 .
8 .
L
l o .
Defineenvironmental science
Formulatehypothesis,developguidingstatementsandgenerateandinterpretdata.
Discusscurrent environmentalissuesand highlight the importanceof adopting an inter-
disciplinaryapproach.
Sampleanecosystemto determinepopulationdensityanddistribution.
Concluctstudyvisits,to fdenttfuspeciesdiversity.
Investigateenvironmentalparametersin a naturalaquaticenvironment.
Createmodelsof existingecosystemsin a specificlocation.
Createfoodwebsandanalysepossibledisruptionof feedingrelationships.
Study the source(s)and distributionof a country's freshwatersupply and its level of
dependenceon naturalwatercycles.
Visit to anecosystemto identifyandquantifyhumanuseof its components.
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UNITI
MODUTE1:FUNDAMENIATECOLOGICAIPRINCIPLES(cont'd)
RESOURCES
Botkin,D., andKeller,E. EnvironmentalScience:Earthasa LivingPlanet,New York:
JohnWilevand Sons.1997.
Chiras,DanielD. nn iron*,"ntalScienc':e.Actionfor a SustainableFuture,
UnitedStatesof America:TheBenjamin/Cummings
PublishingCompanyInc., 1994.
Cunningham,W. andSaigo,B. EnvironmentalScience.A GlobalConcern,New York:
McGrawHill, 2001.
Ehrlich,P.andEhrlich,A. ThePopulationExplosionNew York: SimonandSchuster,
1990.
Jackson,etal. GlobalIssues1999-2000,Guilford,CT: DuskinPublishing
GroupInc.,1998.
Jordan,C. Conservation,New York: JohnWiley andSons,1995.
Miller, G. Tyler Living in theEnvironment,Principles,Connectionsand
Solutions:WadsworthPublishing,California,I994.
Nebel,B. andWright, R. EnvironmentalScience:ThelI/aythe World llorlcs,New
Jersey:PrenticeHall. 1997.
TheCropperFoundation(TCF),2009.Sustainable
Development.Termsandconcept:A referencefor
teachersandstudent Port-of-Spain,Trinidad
Biodiversityof theCaribbean.A learningResource
preparedfor EasternCaribbeanStates,Canada:EKOS
CommunicationsInc. 2009.
Websites:
www.redlist.org/info/captions
www.biomeso.net
bioplan@undp.org
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UNITI
MODUTE2: HUMANPOPUTATIONANDTHEENVIRONMENT
GENERATOBJECTIVES
On completionof thisModule,studentsshould:
1. understandthe historical and geographicaltrends in human population growth and
consumptionpatterns;
2. understandthesocio-environmentalimpactsrelatedto populationgrowth;
3. understandthefactorsthataffectthegrowthrateof humanpopulations;
4. appreciatetheneedfor sustainabledevelopment;
5. acquireknowledgeanddeveloppracticalandanalyticalskills.
SPECTFICOBJECTIVES EXPTANATORYNOTES
1. assesstherelationshipbetwee.npeople (i) Adaptationof peopleto theenvironment
andtheenvironment; (includingbut not limitedto how people
adapt to the environment,crops they
grow,culture,clothes,shelter).
(ii) Abiotic andbiotic factorsthataffectthe
distribution of population and their
activities.
(iii) Dependenceof people on ecological
systemsandprocesses.
(i) Age andsexstructure.
(ii) Fertilityrates.
(iii) Mortalityrates.
(i") Life spanandlife expectancy.
(u) Immigration.
("i) Emigration.
(vii) Doublingtime.
2. explainthedemographic
characteristicsof humanpopulation;
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UNITI
MODUTE2: HUMANPOPUTATIONANDTHEENVIRONMENT(cont'd)
SPECIFICOBJECTIVES
EXPTANATORYNOTES
3. describehistorical trends in human Comparehistoricalandcurrenttrendsin human
populationsize; populationgrowth.
4. describe the current geographical Curent geographicaldistribution of human
distribution of human population populationgrowth:
growth;
(i) in developingnations;
(ii) in developednations.
5. interpretdemographictables,graphs (i) Age andsexstructure.
andcharts;
(ii) Fertilityrate,mortalityrate,birthrate,
6. calculate changes in demographic (i) Populationsizeandgrowthrate.
' characteristics; Fertility rate; mortality rate; migration
rate.birthrate.
(ii) Percentageincreaseinpopulation
(iii) Doublingtime= ^;
79
: .o/oannualgrowth
7. assessthe factorsaffectingpopulation (i) Culture.
growthrate;
(ii) Religion.
(iii) Level and cost of education.
(i") Social and economic statusof women.
(u) Availability of pensionschemes.
("i) Level of affluence.
(vii) Economicdevelopment.
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UNITI
MODUTE2: HUMANPOPUTATIONANDTHEENVIRONMENT(cont'd)
SPECIFICOBJECTIVES EXPTANATORYNOTES
8. assessthe effectivenessof population PopulationControlMeasures:
controlmethodsandmeasures;
(i) Direct - Family Planningmeasuresand
methods,governmentpolicies
(ii) Indirect - Natural disasters (floods,
earthquakes,volcanoes,hurricanes).
9. a,r^ses.rthe relationship between (i) The Indicesof poverty:
populationgrowth andpoverty;
(a) accessto education;
(b) accessto healthcare;
(c) accessto basic needssuch as
food,housing,water.
(ii) Percapita,GrossDomesticProductand
Gross National Product (GDP and
GNP), Human Development Index
(HDI), Gender Development Index
(GDr).
(iii) Environmentalimpacts of population
growth (for example, deforestation in
Haiti. Include social, biological,
economic,physicalconsiderations).
10. describe current geographical (i) Consumptionpatternsas quantifiedby
variation in human consumption statisticson:
patterns;
(a) percapitawaterconsumption;
(b) percapitafoodconsumption;
(c) percapitafuelconsumption;
(d) percapitagreenhousegas
emissions;
(e) PercaPitawasteProduction.
r*.l r* n2s/a2/Io l2

UNITI
MODUTE2: HUMANPOPUTATIONANDTHEENVIRONMENT(conl'd)
SPECIFICOBJECTIVES
EXPTANATORYNOTES
(iD Current trends in per capita
consumptionparticularlyinfluencedby
lifestylesin developedanddeveloping
countries.
I l. explainthe principalways in which Environmentalimpactsof over consumption
people impact negatively on the in developedanddevelopingcountries.
environment;
(i) Overexploitation.
(ii) Habitatdestruction.
(iii) Pollution.
.
(i") Introductionof exoticspecies.
12. explainhowtheimpactsmentioned (i) Changein lifestyles.'
in SpecificObjectivel l maybe
mitigated; (ii) Theuseof substitutes.
(iii) Applicationofenvironmentally
friendlytechnology.
(iv) Efficientuseof naturalresources,for
example,recycling.Referto Module
3, SpecificObjective10.
13. explain the environmentalimpacts (i) Causesof urbanisation.
of urbanisation:
(ii) Environmentalimpactsof urbanization
(includingbut not limitedto sanitation,
water supply, traffic congestion,
housing,pollution,healthcare).
14. explain the relationship between (i) Conceptof sustainabledevelopment.
populationgrowth and sustainable
development. (ii) Goalsof sustainabledevelopment.
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UNITI
MODULE2: HUMANPOPUTATIONANDTHEENVIRONMENT(conl'd)
(iii) Population growth and changing
consumptionpatternsas constraintsto
sustainabledevelopmentin a finite
world.
(iv) StrategicImperative for Sustainable
Development #4 "Ensuring a
SutainableLevel of Population"(Our
Common Future, BrundtlandRePort,
1987).
SueeestedTeachineand Learnine Activities
l. Studya localpopulationbasedon censusstatistics;generatepopulationagestructure,for all
individualsandseparatelyby sex.
2. Calculatecrudebirthrates,age-specificbirthrates,totalfertility rates,crudedeathrates,age-
specificdeathrates,infantmortalityrates,percentageannualincreasein populationsize,and
doublingtimesfor populations.
3. InterpretWorld PopulationData Sheets,as produced,for example,by the Population
ReferenceBureauInc.
4. Arrangea debateon high populationgrowth or high consumerismas principalcausesof
globalenvironmentalproblems,using,for example,reportsfrom the 1992Rio Conference.
5. Conductcasestudiesof populationsizemanagementandof relatedchangesin consumption
patterns.
6. Organisea debateon thedefinitionsof developmentandsustainabledevelopment,andon the
questionof whatconstitutesanacceptablestandardof living.
7. Discussthemainissuesaddressedby:
(i) the1972StockholmConference;
(ii) the 1980 InternationalUnion for the Conservationof Nature (IUCN) World
ConservationStrategY;
(iii) the 1987BrundtlandReport(Our CommonFuture);
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UNITI
MODUTE2: HUMANPOPUTATIONANDTHEENVIRONMENT(conl'd)
(iv) the 1992United NationsConferenceon Environmentand Development(The Rio
Conference);
(v) the1994UnitedNationsConferenceon SmallIslandDevelopingStates;
(vi) the2002World Summiton SustainableDevelopmentJohannesburg.
RESOURCES
Chiras,D. EnvironmentalScience.Action .fo, a SustainableFuture,
United States of America: The Benjamin/Cummings
PublishingCompany,Inc. 1994.
Cunningham,W. andSaigo,B. EnvironmentalScience,A GlobalConcern:SixthEdition,New
York:McGrawHill, 2001.
Ehrlich,P.andEhrlich,A. The PopulationExplosion,New York: Simon and Schuster,
I 990.
Jordan,c. F. conservation,New York: Johnwiley andSons,1995.
Miller, G. Tyler Living in the Environment, Prin.ciples, Contnectionsand
Solutions:WadsworthPublishing,California,I 994.
Nebel,B., andWright, R. En ironmental Science: The Way the World Worlu, New
Jersey:PrenticeHall. 1997.
WWF,IUCN, UNEP Caringfor theEarth: A Strategyfor SustainableLiving, 1981.
Websites: The Cropper Foundation(TCF), SustainableDevelopment.
www.american.edu/TED/hp2l.htm Termsand concept: A referencefor teachersand student.
www.undp.org/gef/ port-of-Spain,Trinidad:2009.
www.un.org.esa/esa/sustdev/docu
ments/agenda2l/index.htm Biodiversityof the Caribbean. A learningResourceprepared
-fo, Eastern Caribbean States, 2009. Canada: EKOS
CommunicationsInc.
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UNITI
MODULE3: SUSTAINABIEUSEOFNATURATRESOURCES
GENERATOBJECTIVES
1. beawareof themaior'naturalresources'in theCaribbean;
2. understandthe factorsaffectingnaturalresourceuseandthe environmentalimpactsof their
use;
3. be awareof measuresand tools availablefor sustainableuse and conservationof natural
resources;
4. understandthevalueofnaturalresources;
5. understandtheconceptof ecologicalsustainabilityandimplicationsfor naturalresourceuse;
6. acquireknowledgeanddeveloppracticalandanalyticalskills'
EXPTANATORYNOTESSPECIFICOBJECTIVES
. Studentsshouldbe ableto:
l. explaintheterm naturalresources; TemporalDimensionsand limitationsplaced by
technology.
2. differentiatebetween."n"*ubl" und (i) Typesand examplesoJnatural resotlrces:
non-renewablenaturalresources; renewqbleqnd nontrenewable.
exhaustibleandinexhaustibleresources;
(ii) Types and examples of exhaustible and
inexhaustibIe resources.
3. differentiate betweenthe consumptive (i) Consumptive use (logging, .fishing,
andnon-consumptiveuseof natural quarrying)-
resources;
(ii) Non-consumptive use - bioprospecting,
ecotourism,research.
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UNIT1
MODUTE3: SUSTAINABTEUSEOFNATURATRESOURCES(conf'd)
Studentsshouldbe ableto:
4. (i) Biodiversity:
identify themajor categoriesof natural
resourcesin Caribbeancountries; (a) species (b) genetic
(c) Ecosystems:forest;coralreefs;
wetlands;seagrassbeds;mangroves;
freshwaterand marineecosystems.
(ii) Water as a resource, for example,
waterfalls,lakes,streams,groundwater.
(iii) Mineralsandhydrocarbons:bauxite;gold;
sandandgravel;oil; naturalgas.
(iv) Soil, landscapeand seascape,(beaches,
'
cliffs, mountains).
5: identify the location and distributionof
naturalresourcesin theCaribbean;
6. assessthe importanceof natural (i) Livelihood(Incomegeneratingactivity).
resourcesin theCaribbean;
(ii) Foreign exchangeearner.
(iii) Food security.
(iv) Raw materialfor industrial processes.
(v) Recreation.
(vi) Sacredand spiritual value.
(vii) Ecosystemvalue.
(viii) Intrinsic value.
(ix) Researchand teaching.
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UNITI
MODUTE3: SUSTAINABTEUSEOFNATURATRESOURCES(conl'd)
7. evaluatefactorsaffectingnaturalresource (i) Political - governmentpolicies on
usein theCaribbean; naturalresourceuse:
(a) economic develoPment
policiesl
(b) environmentalandnatural
resourcespolicies.
(ii) Economic: role of foreign
investment;exPortof natural
resources os Primary Products,'
sectoralactivities - tourism,
agriculture, mining, manufacturing,
nationaldebt.
Refe, to SPecific Objective 10'
Explanatory Note (iv).
8. accesstheenvironmentalimpactof (i) Biodiversity:
naturalresourceuseincluding'tourism;
(a) sPecies dePletion and
extinction;
(b) habitat disruPtion and
destruction;
(") disruPtion of ecosystem
processes.
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UNITI
MODUTE3: SUSTAINABTEUSEOFNATURATRESOURCES(conl'd)
(ii) Waterasa resource:
(a) Pollution and depletion of
sudace and groundwater,
degradation of water, depletion
of aquifers.
Human health rislcs(water borne
disease)
(b) watersheddestruction.
(iii) Mineralsandhydrocarbons:
(u) physicalconversionof
vegetationandland;
(b) transformationof landscape
(c) dustandnoisepollution;
(d) pollutionfromthedischargeof
processchemicals;
(") sedimentationahdsiltation;
(0 beachlossandchangein river
course;
(g) oil spills;
(h) humanhealthrisks;
(i) socialdynamics(displacementof
communitiesandintroductionof
newsettlements).
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9.
UNITI
MODUTE3: SUSTAINABTEUSEOFNATURAT
SPECtFtC
OBJECTIVES
Studentsshould be able
to:
RESOURCES(cont'd)
EXPI.ANATORYNOTES
(iv) Soil,landscapeand seascape:
(c)
transformation of natural
landscapeto built
environment;
soil degradation, erosion
and sedimentation; soil
productivity
beacherosion
(d) degradation and
destruction of coral reefs,
seagrass beds and
mangroves
The broad concept o/' natural
resource conservation including:
justify the needfor (v)
natural resource
conservation:
Soil, landscape and (i)
seascape:
(e) transformation
of natural
landscapeto
built (ii)
environment;
soil
degradation,
erosion and
sedimentation;
soil productivity
beacherosion
degradation and
destruction of
coral reefs.
seagrass beds
and mangroves
(a)
(b)
manqSement,
restoration,'
rehabilitation;
preservation;
(0
(e)
(h)
conservati,on(in-situ and ex-situ).
Reasonsfor resourceconservation:
(a) ecological: depletion or
degradation of natural
resourcesand the threatto
sustainable development;
conservauon of
componentsof life support
systems; conservationof
endangeredand threatened
species;
(b) ethical: sacredness;right
to exist;
(c) aestheticalvalue.
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UNITI
MODUTE3: SUSTAINABLEUSEOFNATURATRESOURCES(cont'd)
10. describe measures
and tools available
for natural
resource
management and
conservation;
(i)
(ii)
Rates and techniques for
exploitation of renewable
."rources; Sustainable Yield
Management.
Use of substitutes for non-
renewable resources; use of
appropriate technology. Refer to
Module2, SpecificObjective12.
(iii) Reduction and minimization of
waste - recycling of solid, liquid
andgaseouswastes.
(iv) Use of economicinstruments:user
fees; taxes; penalties; incentives;
economic valuation of natural
resources; environmental
accounting and greening of
nationalbudgets.
(v) Land Use Planning and Zoning
Regulation;Integrated
Development Planning and
Integrated Coastal Zone
Management.
(vi) Environmental Impact
Assessments(A brief introduction
to EIA qs a Planning and decision
making tool to natural resource
managementand conservation).
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UNITI
MODUTE3: SUSTAINABTEUSEOFNATURAIRESOURCES(cont'd)
(vii) Protected Area Systems
(International Union for the
Conservationof Nature (IUCN)
Classification):
a. role;
b. ecotourism
(viii) Community Based Nqtural
Resource Management
(participation, monitoring and
evaluation).
(ix) Environmental legislation,
policies and plans (Sustainable
Development Plans, Natural
Environmental Action Plans
(NEAP), Forest Management
Plans, Integrated Coastal Zone
Management Plans; Enforcement
and implementation.
(x) Education, public awareness,
advocacy and training. (Agenda
21, Chopter 36).
(xi) International environmental and
conservatignagreements.
(a) United Nations
Framework
Convention on Climate
Change (UNFCCC and
Kyoto Protocol);
(b) United Nations
Convention on Biological
Diversity (UNCBD);
(c) United Nations
Convention to Combat
Desertification
(UNCCD);
I
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UNITI
MODUTE3: SUSTAINABTEUSEOFNATURATRESOURCES(cont'd)
SPECIFICOBJECTIVES
EXPTANATORYNOTES
(d) SpecificallyProtectedAreasand
Witdtife(SPAW);
(e) RamsarConvention;
(0 Marine Pollution (MARPOL).
I I . analysetheeffectivenessof measures Referto SO l0
implementedfor naturalresource
managementandconservation;
12. describeways in which Indigenous (i) Agriculture: rotation of fields during
Peoplehaveusedand managedtheir slash/burn activities, use of organic
naturalresources. fertilizers,intercropping;
(ii) Use of forest: timber and non-timber
forestproducts(NTFPS);
(iii) Fishing:traditionalfishingmethods
(iv) Case studies from Belize, Dominica,
Guyana,St.Vincentand the Grenadines
ondSuriname.
SuseestedTeachineand Learnins Activities
l. Case studies of CommunityBased Natural ResourcesManagement,for example,forest,
wetlands.
2. Researchon indigenouspeopleandnatural resources.
3. Field exercises:speciesidentification; visit to industry; visitsand assessmentof community
basednatural resourcemanagementinitiatives,visitto indigenouscommunities.
*"1 ,*, n2s/a2/ro Z J

UNITI
MODUTE3:SUSTAINABLEUSEOFNATURATRESOURCES(cont'd)
4. Discussthe main issuesrelating to the natural obligation under UNFCCC, UNCCD and.the
UNCBD.
5. Visits to or lectures by represenlatives of natural resource agencies.
6. View videos and slides of natural resource managementactivities and protected areas.
RESOURCES
Bossi, R. and Cintro, G. Mangroves of the wider Caribbean: toward sustainable
Management, Barbados: Caribbean Conservation
ssociation,1990.
Chiras,D. Environmental Science.Actionfor a SustainableFuture,
United Statesof America:The Benjamin/Cummings
Publishing Company Inc., 1994.
Cunningham,W. and Saigo,B. Environmental Science,A Global Concern,New York:
. McGraw Hill,2001.
Cutter, S. and William, R. Exploitation, Conservation, Preservation: A geographic
perspective on natural resource use, John Haynes
Bohaham,2001.
David, B., Breton, I. Brom, D., I(asted ResourceManagement:Resilience,Adaptation and
and Horne, M. Community Diversity, Canada: IDRC International
DevelopmentResearchCentre.
Ehrlich, P. and Ehrlich, A. ThePopulation Explosion,New York: Simon and Schuster,
1990.
Goodbody, I. and Thomas- Natural Resource Management -fo, Sustainable
Hope, E. Developmentof the Caribbean, Canoe Press,University of
the West Indies.Mona. 2002
Gupta, A. Ecology and Development in the Third World, New York:
. Routledge,1988.
Hinckly, A. RenewableResourcesin our Future, New York: Pergamon
PressLimited, 1980.
Jordan,C. Conservation,New York: John Wiley and Sons, 1995.
r*l r*, n2s/u2/Io 24

UNITI
MODUTE3:SUSTAINABTEUSEOFNATURATRESOURCES(cont'd)
Miller' G' Tyler Living in theEnvironment,PrinciplesConnectionsand
Solutions,California: WadsworthPublishingCompany,
1994.
Nebel,B., andWright, R. EnvironmentalScience:The l(ay the l(orld Works,New
Jersey:PrenticeHall, 1997.
Tivy, J.andO'HareoG. HumanImpacton theEcosystem,(ConceptualFrameworksin
Geography)UnitedKingdom:LongmanGroup1982.
CERMES,SustainableManagementof 46 Shared Marine
Resourcesof the CaribbeanLarge Marine Ecosystemand
AdjacentRegions.UWI, CaveHill campus.
WCD (World Commission on Environment and
Development)OurCommonFuture,1987.
II/WF (World Wildlife Fund) 2008. Local to Global
EnvironmentalConservation. Agenda21
Websites:
www.wri.org/wri/biodiv
www.earthwatch.org
www.canari.org
http://cavehill.uwi.edu/cermes/ClMEPub/ENG/BrochureEng.
www.panda.org
*.l r*, n2s/u2/ro 25

UNIT2: AGRICULTURE,ENERGYANDENVIRONMENTAL
POLLUTION
MODULEI: AGRICIJT.IUREANDIHEENY,RONMENT
GENERATOBJECTIVES
On completion of this Module, studentshould:
1. understand the concepts, typesand role of agriculture in the Caribbean;
2. understand the environmental impacts of and threats to agricultural systems in the
Caribbean:
3. have knowtedge of environmentally sustainable practices in agricultural systems; in the
Caribbean:
4. acquire knowledge, and develop practical and analytical skills.
Studentsshouldbe able to:
l. compare and contrast agricultural (i) Definition of agriculture.
systemsin the Caribbean;*
(ii) Characteristics of Agricultural systems
with respect to commercial and small
scalefarmingincludingsubsistence (
(a) scaleof oPeration;
(b) inPuts: agro-chemicals,labour,
machinery and equiPment,
energy.financing;
(c) ProductivitY of sYstems: Yield
per unit input, for examPle,
tonnesper hectare;
(d) mariculture; genetic
engineering;
(e) aquaculture.
*.l r*, o2s/u2/Io 26

UNIT2
MODULEt: AGRICULTUREANDIHEENV,RONMENI(cont'd)
SPECIFICOBJECTIVES -EXPTANATORYNOTES
2. explainthe rolesof agriculturein the (i) Food Security(productionof food and
region; non-foodmaterials).
(ii) Production of materials .fo, agro-
processing industries.
(iii) Economic:
(u) livelihood (income generating
activities);
(b) foreignexchangeeamings;
(") contribution to Gross Domestic
Product.
3. ar.rerr the impact of agriculture on the (i) Technological:
'
environment:
(a) increasedproductivity;
(b) increasedvarieties:
(c) improved resistance to pest
infestation;
(ii) Environmental:
(u) healthrisks;
(b) threatsto sustainablelivelihoodof
communities;
(") land take (needfor vastamounts
of landsfor agriculture);
(d) pollutionfrominappropriateuse
of agro-chemicals(pesticides;
fertilisers/; antibiotics and
hormonesin aquacultureand
mariculture; eutrophication
*l r*, n2s/u2/Io 27

UNIT2
MODULEl: AGRICULTUREANDIHEENV,RONMENI@ont'd)
/ (") habitatdestruction;lossof
biodiversity;
/ (f) soil degradation: erosion;
'/
acidification; salinisation; water-
logging; soil compaction,
monocultureleadins to reduction
in soil fertility;
/ t9l wasteproduction: wastedisposal
'/
and mtanagement;solid and tiquid
wastes;
/(h) water degradation:sedimentation;
-/ '
changes in water discharge to
coastal zone surface and ground ,
waterpollution;
(i) land degradation: inappropriate
useof landtypes;hillside farming,
slashandburn agriculture;
CI) reduced water availability for
irrigation, mariculture and
aquaculture;
(k) Climate change due to methane
production.
4. explain the features of sustainable (i) Ecological integrity.
agriculture;
(ii) Economicviability.
(iii) Socialequity.
(iv) Adaptability
5. discuss threats to sustainable (i) Natural disasters:flood, hurricane, volcano.
. agriculture;
*.1 ,*, n2s/u2/10 28

UNIT2
MODULEl: AGRICUI.IUREANDIHEENVTRONMENI(cont'd)
SPECIFTCOBJECTIVES EXPTANATORYNOTES
(ii) Climate change: temperature rise, sea
level rise. Change in precipitation
patterns.
(iii) External shoclcs: global markets, price
fluctuations.
(iv) Certification to meet international
standards.
(v) Importation of cheap agricultural
products.
A
F evaluateenvironmentallysustainable (i) Contourfarming.
practicesin agricultural systems; *
(ii) Terracing.
(iii) Croprotation.
(iv) ConservationTillage.
- (v) Agro-forestry.
,> (vi) Pestcontrol(biologicalandgenetic)and
(- Integratedpestmanagemerit.
_ (vii) Organicfarming.
- (viii) Hydroponics.
/
,.t (ix) Post-harvest management: waste
/' utilisationandwasteminimisation.
(x) Geneticengineering.
(xi) Plant andqnimal breeding.
7. present and interpret data using
appropriatecharts,tablesandgraphs,
*.l r*, n2s/u2/10 29

UNIT2
MODULEI: AGRICULTUREANDTHEENV,RONMENI
SusqestedTeachineand Learninq Activities
To facilitatestudents'attainmentof the objectivesof this Module,teachersare advisedto engage
1. Conductfield visitsto agrochemicalfactories,agriculture,aquacultureandmariculturefarms
to observeandanalysetheiroperations.
2. Providetheopportunitiesfor studentsto identifyagro-chemicalsusedin territoryandanalyse
theircomposition.
3. Inviteguestlecturersto discussissuesin agriculture.
4. Allow studentsto createmodelsillustratingsoilerosion
5. Allow studentsto conductfertiliserexperimentsonplants.
6. Conductbrain-stormingsessionsto exploreentrepreneurialopportunitiesfor useof un-used
production(for example,fruit undertrees;non-meatpartsof livestock).
7. Collectanddocumentinformationon landusein a country,to assesshow primeagricultural
landis beingused.
8. Allow studentsto conduct investigationson waste productionand managementin an
agriculturalentity.
9. Conductinvestigationon waterqualityat agricultureoperations.
10. Give studentsassignmentsin which they comparesoil types and fertility in different
agriculturalsystems.
1I . Conductfield tripsto compareproductivityof differentfarms.
RESOURCES
*l r*, o2s/u2/ro 30

Arms,K.
Byrne,K.
Chiras,D.
Cunningham,W., andSaigo,
B.
Ehrlich,P.andEhrlich,A.
Enger,E. andSmith,B.
Goodbody,I. andThomas-
Hope,E.
Goudie,A. andViles.H.
Jordan,C.
Nebel,B. andWright,R.
Miller, G. Tyler
Website
www.mhhe.com/environmentalscience
www.ecs.co.szlenv_articles
UNIT2
I't
I cxct2snt2/ro 3l
EnvironmentaI Science: Second Edition, Phlladelphia: Holt,
RinehartandWinston,2007.
EnvironmentalScience: SecondEdition, IJnited.Kingdom:
NelsonThornes,200l.
EnvironmentalScience.Actionfor a SustainableFuture,
UnitesStatesof America:TheBenjamin/Cummings
PublishingCompanyInc., 1994.
EnvironmentalScience,A Global Concern:SixthEdition.
NewYork:McGrawHill. 2001.
ThePopulationExplosion,New York: Simonand
Schuster,1990.
EnvironmentalScience,A Studyof Inter-relationships,
NewYork:McGrawHiII,2004.
Natural ResourceManagementfor Sustainable
Developmentof theCaribbean,CanoePress,Universityof
theWestIndies,Mona,2002.
The Earth Transformed: An Introduction to Human
Impacts on the Environment: First Edition, Cambridge;
Massachusetts: BlackwellPublishersIncorporated,1997.
Conservation,New York: JohnWiley andSons,.l995.
EnvironmentalScience:Thellay the llorld lTorl<s,New
Jersey:PrenticeHal| 1997.
Living in theEnvironment,Principles,Connectionsand
Solutions,Califurnia: WadsworthPublishingCompany,
1994.
WCD (WorldCommissionon Environmentand
Development)OurCommonFuture,BrundtlandReport,
1987.

-
MODUTE2: ENERGYANDIHEENY,RONMENI
GENERATOBJECTIVES
1. understandthenatureofenergyandits use;
2. understandthe socio-economicand environmentalimpactsof provision and the use of
energy.
3. appreciatetheadvantagesofusing renewableenergysources;
4. acquireknowledgeanddeveloppracticalandanalyticalskillsin theareascovered.
l. describe the nature, form and (i) Definition: energy, kinetic energy, (
conversionofenergy; potentialenergy,power.
(ii) Units of measurement:Joule,MJ, TJ,
GJ.Watt,MW, KWh.
(iii) Types of energy: solar, heat, light,
electrical,nuclear,chemical.
(iu) Examples of energy and conversion,
efficiency of conveision.
(") Renewableand non-renewablesources
of energy.
2. explainthe importanceof energyto (i) Useof energywithin societies.
society;
(ii) Socio-economicdependencyonenergy
use.
*.l r*, n2s/a2/Io ) z

of1
l
UNIT2
MODUTE2: ENERGYANDIHEENV,RONMENI(conl'd)
SPECIFICOBJECTIVES
EXPTANATORYNOTES
Primary EnergySources
A. Non-renewable
(i) Fossil fuels: location of reserves,
extraction, transportationprocessing
anduses.
(ii) Nuclear Power: nuclear fission and
nuclearfusion;useof nuclearfission,
nuclearpowerplant(basicstructureand
operation).
Nuclearfuel cycle
Renewable
Solarenergy:harnessinganduse:
(a) active(photothermal);
(b) passive (solar cookers, solar
furnaces);
(c) photovoltaiccells.
Indirectsolarpower:principalfeatures
andmethodsof harnessing:
(a) wind energy;
(b) hydroelectricenergy;
(c) biofuels:biomassfuel,biogas.
(iii) Geothermalenergy.
(iv) Wave,tidalandoceanthermalenergy.
describe the characteristics
variousenergysources;*
(iii)
B.
(i)
(ii)
*l r*, n2s/a2/to J J

UNIT2
MODUTE2: ENERGYANDIHEENV,RONMENI(cont'd)
5.
6.
SPECIFICOBJECTIVES
EXPTANATORYNOTES
SecondaryEnergySource
Fuel cells: structure and process,Proton
exchangefuelcell.
(i) Technologicallimitations
(ii) Geographicalrestrictions.
(iii) Reliabilityof supply.
(iu) Economic (cost of production),.
political(energypolicyof country)and'
social.
(i) Conventionalgeneration.
(ii) Transmission.
(i) Generationrates.
(ii) Demandpattems.
(iii) Energystorage.
(i") Stockpiling capabilityfor fossilfuels.
(") Diversityof energysources.
(ui) Economiccost.
(vii) Governmentpolicies.
describetheconventionalgeneration
anddistributionof electricitv:*
evaluate the use of renewable
energy;*
discussfactors affecting electricity
generatingcapacityanddemand;
*l r*, n2s/u2/10 34

8. discussvarious methodsof energy
conservation and improving
efficiency;
outline the impact of variousforms o.f
energyin the environment;
(i) Definition:energyconservation,
energyefficiency.
(ii) Approacheslo energyconservation
(including but not limited to
transportation energ1tconservation,
domestic energ) conservation,
industrial energy conservation).
Improvingenergyefficiency:
(i) Energyefficientbuildings.
(ii) Co-generation.
(iii) Combinedcycles.
(iu) Use of alternative energy sources (for
example,biofuels).
(") Use of renewable energy (for example,
wind, solar, water).
(ui) Technological ffor example, types of
lighting, appliancesand machines).
Sustainablelifestyle (practicesthat
reducethe demandon natural
resources).
(i) Environmental:
(a) globalwarming;
(b) pollution impact;
(c) habitatdestruction.
(ii) Socio-economic:
(a) healthissues;
(b) dislocationof communities.
9.
*l r* n2s/a2/10 35

UNIT2
10. explainthetotal costof energyuse. (i) Political.
(ii) Economic.
(iii) Social.
(iv) Environmental.
(v) Technological.
I l. interpret data using appropriate
charts,tablesandgraphs.
*l r*, n2s/a2/10 36

UNIT2
MODUTE2: ENERGYANDfHEENV,RONMENI(conf'd)
SuesestedTeachineand Learninq Activities
To facilitatestudents'attainmentof the objectivesof this module,teachersareadvisedto engage
l. Conductfield visits to renewableenergyfacilities,for example,wind farms,solarwater
heatermanufacturersandphotovoltaic(PV) installations.
2. Conductresearchon renewableenergysystemsusedin the countryandthe extentof their
marketpenetration
3. Inviteguestlecturersto discussrenewableenergy.
4. Usecontourmapsto evaluatelossof areain thecountryif globalwarmingleadsto sealevel
rise.
5. Constructa simpledeviceto measureenergyuse.
6. Constructa simplerenewableenergydevice,for example,a solarwaterheater,a solarcrop
dryer,a PV powereddevice,anda simplesolarcooker.
7. Allow studentsto investigatediversityandpercentagecontributionto total annualgeneration
capacityin yourcountry.
8. Conductinvestigationson enefgyuse in home and school and recommendmethodsof
improvingenergyuseandconservation.
9. Assignstudentsto conductanassessmentof energyefficiencyin buildingswith respectto the
featuresthatcharacteriseanenergyefficientbuilding.
10. Constructamodelto depictanenergyefficientbuilding.
I l. Assignstudentsto conductaninvestigationontheenergyuseof varioussectors.
12. Collectdocumentationon policiesthatgovernenergyuseotransportationandextraction,and
promoteenergyconservationandefficiency.
*.l r*, o2s/a2/ru J I

UNII2
RESOURCES
Arms,K. Environm:entalScience,Philadelphia:SaundersCollege
Publishing(HarcourtBracePublisher),1994.
Byrne,K. EnvironmentalScience;SecondEdition,UnitedKingdom:
NelsonThornes.2001.
Chiras,D. EnvironmentalScience.Actionfor a SustainableFuture,
UnitedStatesof America:TheBenjamin/Cummings
PublishingComPanYlnc., 1994.
Cunningham,W. andSaigo, EnvironmentalScience,A GlobalConcern:SixthEdition,
B. NewYork:McGrawHill,200l.
Ehrlich,P.andEhrlich,A. ThePopulationExplosior,New York: Simonand
Schuster,1990.
Enger,E.,andSmith,B. EnvironmentalScience,A Study of Inter-relationships,
New York: McGrawHrLL,2002.
Goodbody, I. and Thomas- Natural Resource Management .fo, Sustainahle
Hope,E. Developmentof theCaribbean,CanoePress,Universityof
theWestIndies,Mona.2002
Jordan.C. Conservation,NewYork:JohnWileyandSons,1995,
Miller, G. Tyler Living in theEnvironment,Principles,Connectionsand
Solutions:WadsworthPublishingCompany.Belmont'
California,1994.
Nebel,B., Wright,R. EnvironmentalScience:TheWaythe WorldLl'orks,New
Jersev:PrenticeHall.1997.
WCD (WorldCommissiononEnvironmentand
Development)OurCommonFuture,BrundtlandReport,
1987.
WWF, IUCN, LJNEP- Caringfor theEarth: A Strategy
for SustainableLiving,1981.
Websites:
www.worldresourcesinstitute
www.eclac.org/publications
*.l r*, o2s/u2/ro 38

UNIT2
MODUTE3: POLLUTIONOFTHEENVIRONMENT
GENERAIOBJECTIVES
On completionof thisModule,studentsshould:
l. beawareof themajortypesandsourcesof pollution;
2. understandtheenvironmentalimpactsof pollution;
3. understandthe methodsavailablefor monitoring,analyzingandmitigatingpollutionandits
environmentalimpacts;
4. acquireknowledgeanddeveloppracticalandanalyticalskillsin theareascovered.
SPECIFICOBJECTIVES
EXPTANATORYNOTES
l. describe the general sourcesand (i) Definitionof pollutionandpollutant.
natureof pollutants;
(ii) Local examples of pollutants and
incidencesof pollution.
(iii) Nature of pollutants: persistence,
mobility,synergisticeffects,toxicity.
(iv) Movementthroughtheenvironment.
2. identify environmentalreceptorsof Environmental receptors (micro-organisms,
specificpollutants;* plants, animals,humans).
3. describethe various pathways of Environmentalpathways(bioticandabiotic),
pollution in the ecosystemand the feeding relationships,bioaccumulationand
biosphere; biomagnification.
*.l r*, n2s/a2/ro 39

UNIT2
MODUTE3: POLIUTIONOFTHEENVIRONMENT(conl'd)
4. outline the underlying causes of (i) Resource extraction, transportation,
pollution; Processingand use.
inappropriate technologY,
industrialization;
(ii) Population growth: behaviouralpattern,
lifestyle, consumPtion Pattern-
lack of environmental
consciousness; !
5. outline the underlying causes of (iii) InstitutionalFramework:
pollution;
(a) Environmental standards,
policies, legislation
(Absenceand limited
implementation).
(b) Limited economicinstruments
(lack of incentives- tax rebates,
limited implementationof
pollutionprinciples.
(iv) Lack of environmdntalethics.
6. discussthemajor sources, A. Atmospheric Pollution
impactandmitigationof pollution.*
(i) The Atmosphere.
(a) structureandcomPosition;
(b) physical processesand features
related to the movement of
pollutants (wind, alr effects of
topography on the movement of
pollutants).
*.l r*, n2s/u2/Io 40

UNIT2
MODUTE3: POILUTIONOFTHEENVIRONMENT(cont'd)
SPECIFICOBJECTIVES
EXPI.ANATORYNOTES
PrimaryAir Pollutants:
(a) types:carbonmonoxide;nitrogen
oxides;sulphuroxides;suspended
particulatematter;volatileorganic
compounds(includeformulae of
pollutant);
(b) sources;
(c) environmental pathways and
receptors;
(d) environmental impacts (fo,
example,public health, Carbon
Monoxide (CO) poisoning, acid
rain).
SecondaryAir Pollutants
(a) types:photochemicalsmog and
acidrain;
(b) mechanism of formation and
characteristics includins
equations;
(c) environmental pathways and
receptors;
(d) environmental impacts for
example, acidification of soil
and water, damage to
buildings).
(ii)
(iii)
*"l r*, n2i/u2/ro 4l

UNIT2
MODUTE3: POLLUTIONOFTHEENVIRONMENT(conf'd)
SPECIFICOBJECTIVES
EXPTANATORYNOTES
Global Impacts
Pollutants
of Atmospheric
GlobalWarming:
(a) greenhouseeffect and earth's
heatbalance;
sources of greenhousegases:
anthropogenicandnatural;
greenhouseeffect and global
worming;
impactsof global warming(for
example, sea level rise,
increased temperatures,
increased intensities of
weatherphenomena,
OzoneDepletion:
(a) Ozone depletingsubstancesand
sources: natural and
anthropogenicsubstances;
chemical equation of formation
and destructionof ozone;
. Formation of Ozone
o'(g) + hvo(g)+ -)o.(g)
o.(g)+ o, (S)+M(g)--' o, (g)+ Mx(g)=
heat
(i")
(b)
(c)
(d)
(b)
*l r*, o2s/u2/Io 42

UNIT2
MODUTE3: POLIUTIONOFTHEENVTRONMENT(cont'd)
SPECIFICOBJECTIVES
EXPI.ANATORYNOTES
. Destruction of Ozone
CFsClc(g) + hv +CF, Cr(g) + Cl(g)
Cl(g) + os(g) -+ Clo (g) + o,(g)
or
2os(g)+ so")(g)
Noisepollution:
(a) sources: industrial:
commercial;
(b) social;cultural;transportation;
(c) intensitymeasurementand
monitoringl
(d) health risks(for example,
damageto ear drum,public
health,stress).
(") General Mitigative Mdasures and
Monitoring:
(a) air quality monitoringmethods;
(b) solutions(technologicol,
education,public awareness,
legislation andpolicy incentive,
emissioncontrolandreduction
methods):
r*.lr*, o2s/a2/ro 43

UNIT2
SPECIFICOBJECTIVES
EXPLANATORYNOTES
Water Pollution
Propertiesof water:
(a) physical: colour, taste, odour,
appearance,turbiditY;
(b) chemical: pH, dissolvedoxYgen
(DO) content,salinitY.
Water pollutants and their sources'.
(sediment, heat, nutrients and
biodegradableorganicmatter'pathogens'
sewageand toxic chemicals). Sources
(agriculture, municipal and domestic,
industrial, atmosPheric).
(ii) Pointandnon-Pointsources.
(iii) Factors affecting concentration of
pollutants:
(a) volumeof emission;
(b)
(c) volumeof receivingwater;
(d) residencetime;
(e) rateof degradationandremoval
of pollutants.
(i") Environmentalpathwaysandreceptors.
(") EnvironmentalimPacts:
(u) eutroPhication;
(b) deoxYgenation;
I
B.
(r,)
*.1"*, n2s/u2/Io 44

UNIT2
MODUTE3: POIIUTIONOFTHEENVIRONMENT(cont'd)
SPECIFICOBJECTIVES
(") coralreefdestruction;
(d) fishkills;
(") publichealthissues.
("i) General mitigative measures and
monitoring.
(a) solutions
EXPTANATORYNOTES
(i) technological (treatment
of drinking water,
treatment of sewage
and industrial ffiuent);
(ii) educationandpublic
awareness;
(iii) legislation and policy,
for example, ffiuent
discharge regulations.
(b) water quality monitoring
methods (water quality
parameters - nitrates,
phosphates, Biological Orygen
Demand (BOD); Chemical
Oxygen Demand (COD);
Total Suspended Solids
QSS); faecal coliforms. An
understanding of the proto:col
for testing each parameter is
required);
*.1 ,*, n2s/u2/ro 45

UNIT2
MODULE3: POILUTIONOFTHEENVIRONMENT(cont'd)
(c)
c.
(i)
Land Pollution
Sources:industrial;agricultural;
municipal;domestic.
(ii) Causesof landpollution:
(a) atmosphericfallout;
(b) waste disPosal (domestic,
industrial, oPen dumPs,
sanitarylandfills);
(d)
(e)
dumpingof mineralextraction
spoils;
agricultural processes (see
Unit2 Module1);
oil spills.
(iii) Environmental PathwaYs and
receptors.
(iv) Environmentalimpacts(for example,
reducedaestheticquality, lowering of
land value, health imPlications,
changein landuse).
*l ,*, n2s/u2/to 46

SPECIFICOBJECTIVES
EXPTANATORYNOTES
(v) General mitigative measures and
monitoring
(a) Wasteminimization(reduction,
recycling, reuse,rethink).
(b) EnvironmentallmpactAssessments.
(Refe, to Unit l, Module 3, Specific /-
Objective 10.)
(c) Legislation, incentivesand penalties.
(d) Public awarenessand participation.
(e) Public awarenessand education.
(/) Clean up of pollution
(bioremediation and
phytoremediation).
@) Incineration.
(a) (h) Research and development
(research on status of
environmentalcomponentsand
development of policy).
6. analyse the environmental impacts (i) Sources(medicalandindustrialwaste).
of pollution from specific sources;*
(ii) Toxic effects(carcinogenic,mutagenic,
tetratogenic effects) .
(iii) Improperdisposalmethods.
7. assessthe effectivenessof measures
to mitigateenvironmentalimpactsof
pollution:
8. discuss the importance of (i) UnitedNationsConventionon Climate
international conventions and Change(UNFCCC) andKyotoProtocol.
agreements regarding pollution
control; (ii) MontrealProtocol.
*l r*, n2s/a2/ro 47

UNIT2
MODUTE3: POILUIIONOFTHEENVIRONMENT(conl'd)
SPECIFICOBJECTIVES
StudentJshouldbeableto:
EXPTANATORYNOTES
(iii) InternationalConventionfor the
Preventionof MarinePollution
(MARPOL).
(iu) CartagenaConvention
(") BaselConvention.
("i) UnitedNationsConventionon Law of
theSeaUNCLO9.
g. interpret data using appropriate
charts,tablesandgraPhs'
SussestedTeachingand Learnine Activities
To facilitatestudents'attainmentof the objectivesof this Module,teachersare advisedto engage
studentsin theteachingandlearningactivitieslistedbelow
l. Assignstudentsto investigateandcategoriselocalpollutionproblems.
Z. Assignstudentsto monitorindividualwasteproductionon a weeklybasis.
3. Conductresearchto compareemissionfrom leaded,unleadedanddieselfuels.
4. Assignexperimentalwork to investigateleadcontentof vegetationnearhighways.
5. Conductfield studiesonthecollectionanddisposalof garbage
6. Collectinformationon industriesandtheirpotentialto producepollution.
7. Conductresearchto analysetheeffectivenessoflocal legislationto reducegreenhousegases'
g. Conductfield studieson industriesor factoriesandanalysisof theirprocesseswith respectto
developingwastereductionstrategies.
Assignstudentsto investigaterespirationailmentsin a community.
*l r*, n2s/u2/to 48

UNIT2
9.
10.
I l.
12.
13.
14.
15.
Assign studentsto analyse air and water quality in urban areas.
Review relevantliteratureto establishsizeand location of ozonehole.
Assignstudentsto carryout waterqualitymeasurements:andfaecalcoliform: BOD, COD, TSS,pH.
Conductan investigationon the categoriesandsourcesof pollutantsin waterbodies.
Conductexperimentsto identifytherelationshipbetweenDO andtemperature.
Collectinformationon the level of sewagetreatmentat selectedtreatmentplants.
Conductsoil samplingexercisefor pollutantsand their concentrationlevels(urban,agricultural
andindustrialareas).
Assignstudentsto conducthomeauditfor sourcesandcategoriesof pollutants.
Conductinvestigationson the extentof recyclingactivitiesin the country,identificationof waste
thatcouldberecycled.
Conductbrain-stormingsessionon businessopportunitiesbasedon useof wasteasa resource.
Assignstudentsto measurenoiselevels
Assignstudentsto developstrategicplanson climatechange.
Encouragestudentsto garnerinformationon nationalpolicieson pollution control.
Assignstudentsto collectdataon environmentalimpactassessmentsandmakerecommendations.
Encouragestudentsto view An Inconvenient Truth and read ITTC Report, SternReport.
21.
22.
zJ.
*l r*, n2s/u2/Io 49

UNIT2
MODULE3: POLIUTIONOFIHEENVIRONMENT(cont'd)
RESOURCES
Arms, K.
r'
Environmental Science,Philadelphia: SaundersCollege Publishing
(HarcourtBracePublisher),1994'
Chiras,D. EnvironmentalScience.Actionfor a SustainableFuture,United States
ofAmerica:TheBenjamin/cummingsPublishingcompanylnc.,l994
Clarke,R. Marine Pollution,Toronto: Oxford UniversityPressInc., 1997' '
Cunningham,W. andSaigo,B. EnvironmentalScience,A globalconcern'McGraw Hill'
Enger,E. andSmith,B. EnvironmentalScience,A Study of Inter-relationships,New York:
McGraw Hi11.2002.
Farmer,A. ManagingEnvironmentalPollution,London:Routledge,1997.
Goodbody,L andThomas-Hope,.Natural ResourceManagementfor SustainableDevelopmentof
E. the Caribbean, CanoePress,University of the West Indies,
Mona.2002.
Ehrlich,P.andEhrlich,A. ThePopulationExplosion,New York: Simonandschuster'
.
1990.
Jordan,C. Conservatiorz,New York: JohnWiley andSons,1995'
Miller, G. ReplenishtheEarth,California:WadsworthPublications,1996'
Nebel,B. andwright, R. Environmentalscience:Theway theworld works,New Jersey:
PrenticeHall. 1997.
Reeve,R. EnvironmentalAnalysls,New York: JohnWiley andSons,1999.
Viessman,W. Jr.,andHammer, WaterSupptyand Pollution Control,Califomia:AddisonWesle
M. 1998.
Website:
http://www.basel.int/convention/about.html
http://ozone.unep.org/publications/exemplary-projects
www.occ.gov.uk/activities/stern
www.imo.orgy'safety/mainframe
*.l rt, n2s/a2/10 50

I OUTLINEOFASSESSMENT
EachUnit will be assessedseparately.Theschemeof assessmentfor eachUnit will bethesame.A
candidate'sperformanceon eachUnit will be reportedas an overall gradeand a gradeon each
Moduleof theUnit. Theassessmentwill comprisetwo components,externalandintemal.
EXTERNAL ASSESSMENT QO%)
At theendof theacademicyearin whicha Unit of thesyllabusis taken,thestudentis expectedto sit
twowrittenpapersfor a totalof 4 hrs.
Paper01
(l hour30minutes)
Paper02
(2 hours30minutes)
The paper comprisesforty-five compulsory,
multiple-choiceitems,fifteen basedon each
Module.
The paper comprises six compulsory
questions,twobasedon eachModule.
(30%)
(40%)
INTERNAL ASSESSMENT €0%,)
The InternalAssessmentin respectof eachUnit will contribute30o/oto the total assessmentof a
candidate'sperformanceonthatUnit.
(i) Paper03A
The assessmentfor eachUnit will be in the form of a journal. Thejournal will comprise
reportson site visitsand laboratoryexercises. Thejournal shouldfocus on at leastone
specific objectivefrom any of the three Modulesin the Unit and incorporatethe relevant
practical skills.
(ii) Paper03B
Thisis analternateto Paper03A andis intendedfor privatecandidates.
MODERATIONOFINTERNATASSESSMENT
Eachyearan InternalAssessmentRecordSheetwill be sentto schoolssubmittinestudentsfor the
examinations.
All InternalAssessmentRecordSheetsand sampleof assignmentsmustbe submittedto CXC by
May 31 of theyearof the examination.A sampleof assignmentswill be requestedfor moderation
purposesby CXC. Thesesampleswill bere-assessedby CXC Examinerswho moderatetheInternal
Assessment.Teachers'marksmaybe.adjustedasa resultof moderation.TheExaminers'comments
will be sentto schools.
*.l r*, n2s/u2/ro 51

Copiesof the students'assignmentthat arenot submittedmustbe retainedby the schooluntil three
monthsafterpublicationby cXC of theexaminationresults.
ASSESSMENTDETAILS
External Asseilmentby Written Papers(70ohof Total Assessment)
Paper01 (1 hour 30 minutes- 307oof Total Assessment)
1. Compositionof the PaPer
Thepapercomprisesforty-five multiple-choiceitems,fifteen itemsbasedon eachModule'
2. SyllabusCoverage
(i) Knowledgeof theentiresyllabusis required
(ii) Theintentionof thispaper is to testcandidates'knowledgeacrossthebreadthof the
syllabus.
3. QuestionTYPe
Questionsmaybebasedon.diagrams,data,graph,photographsor prose.
4. Mark Allocation
(i) Onemarkwill beassignedforeachitem'
(ii) The maximum nfark availablefor this paper is forty-five and will be weightedto
ninetY.
(iii) Thispapercontributes30votowardsthefinal assessment'
(ir) The marks will be awardedfor Knowledge and Comprehension,Application of
KnowledgeandPracticalAbilities'
5. Useof Calculators
Candidateswill be allowedto usea non-programmablecalculatorin theexaminations.Each
candidateis responsiblefor providinghis/herown calculatorandto ensurethat it functions
throughouttheexaminations.
6. Useof GeometricalInstruments
Candidatesare allowedto usegeometricalinstrumentsin theexaminations.Eachcandidate
is responsiblefor providing hisor her own instruments'
*.l r*, n2s/a2/Io 52

l.
Paner02(2 hours30 minutes- 70%oof Total Assessment)
Compositionof Paper
Thepaperis arrangedinto threesections.Eachsectionrepresents
of theUnit. Eachsectioncontainstwocompulsoryquestions.
SyllahusCoverage
(i) Comprehensiveknowledgeof theentiresyllabusis required.
(ii) Each questionmayfocus on a single themeor developa
unconnectedthemes.
2.
one of the three Modules
single theme or several
3. QuestionType
Questionsare of a free-responseform and may be based on diagrams,data, graph,
photographsor prose.Responsesareto bewritteninthe separalebookletprovided.
4. Mark Allocation
(i) Eachquestionis worth 20.marksandthenumberallocatedto eachsub-questionwill
appearon theexaminationpaper.
(ii) Themaximummarkfor thispaperis 120.
(iii) Thispapercontributes40%otowardsthefinal assessment.
(iv) The marlrs will be awardedfor Knowledge and Comprehension,Application of
KnowledgeandPracticalAbilities.
5. Useof Calculators
Candidateswill beallowedto usea non-programmablecalculatorin theexaminations.Each
candidateis responsiblefor providinghis/herown calculatorandto ensurethat it functions
throushouttheexaminations.
6. Use of Geometrical Instruments
Candidates are allowed to usegeometrical instruments in the examinations. Each candidate
is responsiblefor providing his or her own instruments,
w.l r*, o2s/a2/to 53

INTERNAL ASSESSMENT
InternalAsessmentis anintegralpartof studentassessmentin thecoursecoveredby thissyllabus'It
is intendedto assiststudentsin acquiringcertainknowledge,skills, andattitudesthatareassociated
;ilffi;ffi:il activityfortheInternalAssessmentlslinkedtothesvllabusandshouldform
partof thelearningactivitiesto enablethestudentto achievetheobjectivesof thesyllabus'
During the courseof study for the subject,studentsobtain marksfor the competencethey develop
and demonstratein undertakingtheir InternalAssessmentassignments.These-markscontributeto
thefinal marksandgradesthatire awardedto studentsfor theirperformancein theexamination'
During the courseof studyfor the subject,studentsobtain marksfor the competencethey develop''
anddemonstratein undertakingtheir InternalAssessmentassignments.Thesemarkscontributeto
thefinal marksandgradesthatire awardedto studentsfor theirperformancein theexamination'
Theguidelinesprovidedin thissyllabusfor selectingappropriatetasksareintendedto assistteachers
and studentsin selectingassignmentsthat are valid lor the purposeof InternalAssessment'The
guidelinesprovided for the assessmentof theseassignmentsare intendedto assistteachersin
awardingmarksthatarereliableestimatesof theachievementof studentsin theInternalAssessment
componentof the course.In orderto ensurethatthe scoresawardedby teachersarenot out of line
with the CXC standards,the Council undertakesthe moderationof a sampleof the Internal
Assessmentassignmentsmarkedby eachteacher'
TheInternalAssessmentcomponentis compulsory.Theassignmentis assessedby theteacher,using
InternalAssessmentCriteriaprovidedbelow'
Thefollowingaretheskillsthatwill beassessed:
(i) the selectionof techniques,designs,methodologiesandinstrumentsappropriateto different
environmentalsituations;
(ii) thecollectionandcollationof data;
(iii) theanalysis,interpretationandpresentationof suchdata;
(iv) theuseof appropriatequantitativetechniques;
(v) the developmentof appropriatemodelsas possiblesolutionsto specificenvironmental
problems.
TheInternalAssessmentshouldrelateto at leastoNE specificobjectivein theunit'
*l r* n2s/u2/Io 54

CRITERIA FOR THE INTERNAL ASSESSMENT
The following are the guidelinesfor assessingthejournal.
1. Thejournalis internallyassessedby theteacherandexternallymoderatedby CXC
z. Eachcandidatewill be requiredto completea journal in which he/shewill be expectedto
demonstratethepracticalskillslistedon Page53.
THE JOARNAL
The reportsfor a seriesof site-visitsand
arerecordedin thejournal.
Thejournalwill comprise:
laboratoryexercisesassociatedwith the site-visits
(u) anentryfor eachsitevisit
(b) areportfor thejournal
(") a final reportonthesetof site-visits
Eachstudentis expectedto conductandwrite a final reporton a minimum of four (4) site
visitsandfour (4) laboratoryexercises.
(ii)
(iii)
Sitevisitsshouldbebasedeitheron visitsto onesitewherechangesovera periodof
time areobservedOR on a seriesof visitsto differentsitesto compareandcontrast
similarprocessesor occurrences.
Laboratoryexercisesshouldrelateto eachor anyof theseriesof site-visits.
The entriesfor the site-visitsand the reportsfor the laboratoryexercisesMUST
informthefinal reportfor thejournal. Thefinal reportmustnotexceed1500words'
expectedto work closelywith studentsby providingfeedbackon all aspectsof theTeachers
project.
Students
reporting,
making.
should be encouragedto developthe
conciserecordingand the ability for
keen observation,relevantand precise
thinking, problem-solvingand decision-
habit of
critical
Eachstudentis requiredto keepa record(ournal) for thereportson the laboratoryexercisesanda
final reportfor entriesonthesite-visits.
It is recommendedthattheassessmentcriteriabeavailableto candidatesatall times.
(A) Site-Visit
The entry for eachsite-visitshouldberecordedusingtheformatbelow:
I
55*, I cxc,e2sru2/Io

(i)
(ii)
(iii)
(a)
(b)
(c)
(d)
(e)
(iv) Objective(s)
(v) Activities
(vi) Observations
(vii) Comments
(viii) Follow-uPActivities
The teacheris requiredto assesseachsite-visitfor
maximumof 40 marksshouldbescaledto l0 marks'
(B) Laboratorv Exercise
EntryNumber
Date
Site@d"cation)
PlanningandDesigning;.
ObservationandRecording;
ManipulationandMeasurement;
AnalysisandInterPretation;
ReportingandPresentation.
Total
I mark
4 marks
a
2 marks
2 marks
I mark
10Marks
a maximumof 10 marks. The total from
No fractionalmarksshouldbe awarded.
4 marks
J marks
'
2 marks
6 marks
3 marks
20 marks
(Scaledto 10marks)
Theareasthatwill beassessedin thereportfor eachlaboratory exerciseare:
Ijl
li
il,
Theteacheris requiredto mark andawarda scoreout of a maximumof 20 marksfor eachlaboratory
reportandthenscaleto l0 marks.No fractional marks shouldbe awarded'
Theseentriesfor the site-visitsand the laboratory reportsshouldinform the final report for the
journal.
Laboratoryexercisesshouldbereportedusingtheformatbelow:
i) Title iD Aim
w.l r*, o2s/u2/Io 56

iii) Materials
v) DataCollection/Results
iv) Procedure
vi) DiscussionandConclusions
(C) Final Report for Journal
Theareasthatwill beassessedin thefinal reportfor thejournalaresummarisedin thetablebelow.
Final Report for Journal Marks
1 Clarityof thestatementof therealworld problembeingstudied(project
description)
2
2 . Definitionof thescopeof theproject (purposeof project) a
J
3. Adequacyof information/datagatheredandthe appropriatenessof the
designchosenfor investigatingtheproblem a
J
a . Appropriatenessof theliteraturereview 5
Presentationof dataiAnalvsisof data 6
6. Discussionof findings 8
7 . Conclusion 3
8. Recommendations 4
9. Communicationof information 4
lo. Bibliography 2
Total 40
l
I
II
I
II
I
I' I
! l
I
I
I
I
lI
rl
r
i
i
i
i
*l r*, n2s/u2/ro J I

ASSESSINGTHE JOURI{AL REPORT
l.
2.
3.
4.
5.
ProblemStutement
. ProblemclearlYstated
. Probf1mclearlystatedandconcise
Purposeof Project
' Purposestated
. Purposestatedandsomevariablesidentified
. Purposestatedandall variablesidentified
Methodsof Data Collection
. Datacollectiondesigndescribed
. Designclear,appropriate,carriedoutwith few flaws
. Designclear,appropriate,carriedoutwithoutflaws
Literature Review
. LiteraturereviewattemPted
. LiteraturereviewaPProPriate
. Literaturereviewappropriateandcomprehensive
Presentationof Data
. Usedgraphs,tables,figuresandstatisticalsymbolsadequately
. Usedlruptrr,tables,figuresandstatisticalsymbolscreatively
6. AnalYsisof Data
' SomeanalYsisattemPted
' AnalysisadequatelYdone
' Analysisused2 or moreapproaches
. Analysisusedavarietyof approachesor exceededrequirementsof
thecourse
Discussionof Findings
8
. Some findings stated
. All findings stated
. Somefindingsstatedandsupportedby data
. All findingsstatedandsupportedby data
. Somefindlngsstated,tuppntt.d by dataandtheir interpretability
addressed
. All findingsstated,supportedby dataandtheir interpretability
I
2
l !
2
a
J
I
2
J
l-2
3-4
5
I
2
J
4
I
2
J
4
5
addressed
. Reliabilityor validitY,
. Reliabilityor validitY,
andusefulnessof somefindingsaddressed
andusefulnessofall findingsaddressed
*l r*, o2s/u2/10 58

8. Conclusion 3
. Conclusionclearandbasedon finding(s) I
. Conclusionclear,basedon finding(s) andvalid 2
. Conclusionclear,basedon finding(s),validandrelatedto 3
purpose(s)of project
g. Recommena"Ion, 4
. Fewrecommendationsbasedon findings 2
. Mostrecommendationsbasedon findings 3
. Recommendationsfully derivedfrom findings 4
10. Communicationof Information 4
. Informationcommunicatedin a fairly logicalmannerwith several I
grammaticalerrors
. Informationcommunicatedin a loeicalmannerwith some 2
grammaticalenors
. Informationcommunicatedin a loeicalmannerwith few 3
grammaticalerrors
. Informationcommunicatedin a loeicalmannerwith no 4
grammaticalerrors
11. Bibliography
. Numberof referencesis lessthan4
. Numberof referencesis greaterthan4, writtenusinga consistent
. convention
Total 40 marks
Theoverallassessmentof eachstudentis basedon theentriesfor thefour site-visits(40marks),four
laboratoryexercises(40marks)andthefinal reportfor thejournal(40marks).
A totalof 90 markssummarisedin thetablebelow:
Component Raw Marks Total Marks
4 site-visits
4 x l0:40
Scaledto l0
l0
4laboratory
exercises
4 x l0:40 40
Finalreport 40 40
Total 90
i
r
It
I,l
*.l r*, o2s/u2/ro 59

GENERATGUIDETINESFORTEACHERS
L Theteacheris requiredto markthejournal andfinal marksmustberecordedout
of 90.
e. The schoolmustretainall journalsfor at leastthreemonthsafterpublicationof the results
sincejournalsmayberequestedby CXC for moderationpurposes.
3. The specificobjectiveshighlightedby an asteriskaresuitablefor InternalAssessment,but
theassignmentsneednot assessonly theseobjectives;
4. The reliabilityof the marksawardedis a significantfactorin the InternalAssessment,and
hasfar reachingimplicationsfor thecandidate'sfinal grade. Teachersareaskedto notethe
following:
(i) the marksawardedto thejournal must be carefully transferredto the CXC Internal
Assessmentforms;
theteachermustallocateone-thirdof thetotalscorefor theInternalAssessmentto
eachModule. Fractional marks shouldnot be awarded. [n caseswherethemark
is notdivisibleby three,thentheallocationis asfollows:
(a) when theremainderis I mark,themark is allocatedto Module3;
(b) Whentheremainderis 2, thena mark is allocatedto Module3 andthe other
markto Module2.
Forexample,35marksareallocatedasfollows:
35 13:ll remainder2so 11markstoModuleI and12markstoeachof
Modules2 and3.
(iii) thestandardof markingshouldbeconsistent'
Candidateswho do not fulfil therequirementsof theInternalAssessmentwill be considered
absentfrom thewholeexamination.
(ii)
5 .
l
'l
{iIf
I;
'f"
*l r*" u2s/u2/to 60

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