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Sustaining The Earth 11th Edition Miller Solutions Manual
Sustaining The Earth 11th Edition Miller Solutions Manual
Sustaining The Earth 11th Edition Miller Solutions Manual
Solutions Manual
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Chapter 7
Food, Soil, and Pest Management
7-5 How can we improve food security and produce food more sustainably?
The three major ways to develop sustainable agriculture are to slow population growth, to reduce poverty, and to
implement sustainable agriculture. CONCEPT 7-5A We can improve food security by creating programs to reduce
poverty and chronic malnutrition, relying more on locally grown food, and cutting food waste. CONCEPT 7-5B
More sustainable food production will require using resources more efficiently, sharply decreasing the harmful
effects of industrialized food production, and eliminating government subsidies that promote such harmful impacts.
20 Compare conventional-tillage and conservation-tillage farming. List and briefly describe six strategies
to prevent soil erosion.
21. List six ways to maintain soil fertility. Describe at least one advantage of using organic instead of
inorganic fertilizer.
22. List the advantages and disadvantages of aquaculture and describe six ways that the process can
become more sustainable.
23. Explain why a shift to consuming more grain-efficient forms of animal protein is a more sustainable
form of meat production.
24. Describe sustainable agriculture. List at least three steps that could be taken to move the United States
toward more sustainable agriculture.
Key Terms
food security polyculture pesticides
food insecurity green revolution integrated pest management
chronic undernutrition artificial selection (IPM)
hunger genetic engineering soil conservation
chronic malnutrition genetically modified organisms organic fertilizer
overnutrition (GMOs) synthetic inorganic fertilizer
industrialized agriculture fishery animal manure
high-input agriculture aquaculture green manure
plantation agriculture soil erosion compost
traditional subsistence desertification organic agriculture
agriculture soil salinization
traditional intensive agriculture waterlogging pest
Outline
7-1 Food Security and Nutrition
A. Food security is when every person in an area has daily access to enough nutritious food to have an active
and healthy life. Today we produce more than enough food to meet the basic nutritional needs of every
person on earth.
B. Widespread poverty causes food insecurity and makes it impossible for some people to grow or buy enough
food.
1. Both macronutrients such as protein, carbohydrates, and fats and micronutrients such as vitamins and
minerals are necessary for good health and to resist disease.
2. With too little food, people suffer from chronic undernutrition (hunger).
a. In children, this leads to mental retardation and stunted growth.
b. Weakened children are more susceptible to infectious diseases.
3. Deficiencies of protein and other nutrients lead to malnutrition.
4. Each day 16,400 people die of undernutrition or malnutrition, a direct result of poverty. In less-
developed countries, one out of every six people is chronically undernourished or malnourished.
C. Vitamin deficiencies are common and worldwide, especially for vitamin A, iron, and iodine.
1. Many people worldwide suffers from a deficiency in vitamins or minerals.
2. One of five people worldwide suffers from anemia, which is an iron deficiency.
D. Overnutrition occurs when food eaten exceeds the energy used, resulting in excess body fat.
Teaching Tips
1. Because a typical classroom is often filled with students of various learning preferences, a basic
understanding of learning styles can prove to be helpful. Teaching to different learning styles is easier when
each learning style can be recognized and accommodated.
2. There are many ways of classify different learning styles. One common classification is: active versus
reflective, sensing versus intuitive, visual versus verbal, and sequential versus global. Realize that the
strength of, or preference for, one learning style or another may vary, and may even fluctuate depending on
the subject matter being learned.
3. Consider having students take a learning style profile questionnaire, especially if they seem to be struggling
with the content of the class. A free and well-know learning style assessment can be found on the North
Carolina State University’s website, http://www.engr.ncsu.edu/learningstyles/ilsweb.html. Here, students
can quickly take the Index of Learning Styles Questionnaire, get instant results, and a detailed explanation
for each learning style category.
5. Using a balanced multifaceted approach to teaching will ensure that the learning needs of all students are
being sufficiently met. Furthermore, using multiple teaching modalities will benefit all students in learning
and storing the new information.
2. Human impact on the soil. Overgrazing and desertification; acid deposition as a threat to soil quality;
sediment as a water pollutant; irrigation impacts.
3. Agricultural systems. Inorganic fertilizers; history of development of one crop or livestock species; green
revolution; crops with designer genes; politics of American agriculture; feedlot beef cattle production in the
Corn Belt; range livestock production in the American West; urban growth and the loss of prime cropland;
modern food storage and transportation; comparisons of environmental impacts of traditional and industrial
agricultural practices.
4. Hunger and food distribution. History of great famines; malnutrition and learning; the geography of
malnutrition.
7. Pesticide alternatives. Integrated pest management; food irradiation; genetic control by sterilization: the
screwworm fly; pheromones.
2. What feelings do you have toward the soil? Do you feel humans have a right to use the soil in any way
they choose? If not, what are the limits?
3. Do you feel nature can take care of any harm humans bring the soil? Do you feel new technologies will
solve any problems humans create involving the soil?
4. Do you feel humans have a responsibility to protect the quality and fertility of the soil? If so, what steps
do you think should be taken to protect the soil?
5. Have you ever fasted? If so, how did it feel? Do you feel everyone has a right to a healthy diet? Is using
lifeboat ethics the best way to decide who gets to eat?
7. Do you favor a more equitable distribution of the world’s resources and wealth to greatly reduce the
current wide gap between the rich and the poor, even if this means less for you?
8. Have you ever eaten food grown with fertilizers and pesticides? How did it taste?
9. Have you ever eaten organically grown food? How did it taste? Are you aware of places to obtain
organically grown food in your area?
10. Do you prefer perfect looking fruits and vegetables grown with pesticides to slightly blemished fruits and
vegetables grown without pesticides?
11. Do you favor regulation of pesticides exported from the United States? Should pesticides banned in the
United States be exported to other countries?
12. Do you have an attachment to any particular piece of land? Explore the roots of your attachment. Is the
land protected from erosion and other forms of land degradation?
13. Would you create a compost pile in your backyard? Provide three reasons as to why or why not.
14. Is the rapid deterioration of agricultural soils in the United States a sufficiently serious problem to warrant
strict federal laws with heavy fines for farmers or ranchers failing to employ wise soil conservation
methods? Arrange a class debate on this issue.
15. Rachel Carson’s Silent Spring. Which is better: a broad-spectrum or a narrow-spectrum pesticide?
Action-Oriented Topics
1. Individuals. Soil testing methods and procedures; what individuals can do to prevent soil erosion and
nutrient depletion on their own property; agricultural practices that restore nutrients and prevent erosion;
composting; no-tillage farming; crop rotation; windbreaks; forestry practices that minimize erosion;
ranching management that minimizes erosion. Sustainable agriculture: organic home gardening; neglected
edible plants; composting; crop rotation; organic fertilizers; windbreaks. Safe disposal of household
pesticides; homeowner strategies and tactics to reduce pesticide use.
3. National. Soil Conservation Service; policies, such as farm bills, that affect soil quality; Federal Insecticide,
Fungicide, and Rodenticide Act.
4. Global. UN food conferences; 1982 UN Conference on the Law of the Sea; agricultural training and
research centers in the developing countries. International sales of U.S.-produced pesticides whose use is
banned in the United States; General Agreement on Tariffs and Trade (GATT) and its implications for U.S.
regulations regarding pesticide levels in American foods.
2. Take a class field trip to several farms or ranches in your locale that offer you the opportunity to contrast
excellent soil management practices with poor ones.
4. With your class, visit several construction sites in your locale. Look for evidence of human-accelerated soil
erosion and methods or practices employed to minimize it.
5. Have your students find poems, songs, or paintings that express intense human feelings about the land and
soil of working farms or ranches. Discuss these feelings in the context of modern large-scale commercial
agriculture or agribusiness. Explore human expressions of concern about hunger and starvation.
6. Ask an experienced practitioner of organic farming or gardening to visit the class and describe methods
used to preserve the soil and maintain its fertility without using inorganic fertilizers and chemical poisons.
If possible, arrange a field trip to investigate organic farming practices.
7. Ask students to find and bring to class photographs, songs, paintings, and literature reflecting human
feelings for fishermen, whalers, and farmers.
8. Invite an agricultural economist to your class to discuss shifts in the United States from farming to
agribusiness and the historical role of subsidies in agriculture.
9. Invite a representative from the United States Department of Agriculture (or some other informed source)
to your class to discuss how U.S. political decisions, such as emergency foreign aid and global trade, affect
U.S. farmers.
10. Invite a county agricultural agent to your class to discuss local agricultural problems and opportunities.
What major changes in agricultural practices are likely to occur in the coming decades? With what
consequences? What types of farming activities are carried on in your locale? What is the balance between
large and small farms? What are the major products? How much of the produce is used in local areas? How
much is shipped out and where does it go? What is the status of pesticide use and abuse in your locale? Try
to determine what factors, including government programs, combine to keep farmers on the pesticide
treadmill.
11. Have your students find works of art, literature, and music that show the relationship between humans and
pests and share them with the class.
12. As a class exercise, have your students create a soil management plan (illustrated by sketches, drawings, or
photographs) for a hypothetical badly eroded farm.
13. Take a field trip around the community with your class. See if you can identify any sloped areas that are
eroding significantly. Try to discern if the land erosion is resulting in sediment pollution in surface waters.
Investigate if anything is being done about it. Draw up a plan that would prevent further erosion. Share it
with people who might be interested in implementing the plan.
14. As a class, locate the nearest land undergoing desertification. If possible, take a field trip and observe it
firsthand. Research the change of rate of desertification in the last 10 years. Identify any measures that have
been taken to slow the rate of desertification. Draw up a proposal that could slow the rate of desertification.
15. As a class, identify the nearest irrigation projects. If possible, take a field trip to observe irrigation in action.
Identify any problems that have resulted from irrigation and what approaches are being taken to alleviate
those problems. Identify any groups that are researching salinization and waterlogging in the area. If
appropriate, create a plan that would reduce the irrigation problems.
16. As a class, plan a daily menu for a family of four receiving minimum welfare payments (consult local
welfare agencies for current payment levels and use current food prices). Ask your students how they
would like subsisting solely on this diet.
18. Arrange a class debate on the proposition that food-exporting nations should use population control and
resource development as criteria to determine which of the food-importing nations will receive top priority.
Conduct a mock trial and follow it with mock appeals hearings for denied nations.
19. With the help of a chemist or other appropriate consultant, have your students evaluate the ingredients,
uses, and warning labels of a representative sample of pesticides sold for home and garden applications.
Are the instructions for use, storage, and disposal adequate? How much additional information should be
supplied to further reduce the likelihood of harm to people and wildlife?
20. Are people generally aware of and concerned about the hazards of using pesticides on a large-scale, long-
term basis? As a class project, conduct a survey of students or consumers to address these and related
questions. What do the results imply for the role that education should play in dealing with pesticide-related
problems?
21. Have your students interview the college landscaping staff about which pesticides, if any, they use on
campus. What tradeoffs did they consider when deciding to use those pesticides?
22. Have your students contact wildlife and health officials to see if there have been any problems with
pesticides affecting wildlife and human health in your area.
2. Student answers will vary but they may discuss the following:
(a) An increase in genetically modified food would be favorable because it increases crop yield by engineering
crops to be resistant to harmful factors and by increasing the rate of growth while using less resources such as
water and fertilizer. Using genetically modified foods, more food can be produced and global food security can
be increased.
(b) An increase in polyculture practices would be favorable, when used sustainably, as it not only implements
the biodiversity principle of sustainability, it also reduces the chance of losing most or all of a year’s crop, as
several crops are grown on the same plot simultaneously.
An increase in polyculture practices would be unfavorable because when this approach is used extensively,
slash-and-burn agriculture leads to more clearing of tropical forests than is sustainable, leading to depletion and
degradation.
3. Answers to this question should consider the benefits of aquaculture (high yield, efficient, low fuel
consumption, high profits) and the disadvantages (large inputs of land and water, large amount of waste
produced, vulnerable to disease); and weigh those against the natural capital of coastal marshland. The student
will decide if they oppose or support the issue based on where they place the most value. Safeguards or
regulations for an aquaculture operation should involve requiring the farm location to cause minimal damage to
forests, mangroves, and estuaries; including sustainable waste management and disease-control practices;
preventing aquaculture species from entering the wild and certification labels for harvests produced using
sustainable forms of aquaculture.
(a) Widespread use of a pesticide can increase damage done by a particular pest by the pesticide destroying
natural predators. Without the predator to maintain the pest’s population, the population can increase drastically
and become a major problem.
(b) Widespread use of a pesticide can create new pest organisms by accelerating the development of genetic
resistance to pesticides by pest organisms. These pests, through natural selection, develop immunity to
pesticides and come back stronger than before.
5. Albert Einstein’s quote is in reference to the harmful environmental consequences of some meat production.
Industrialized meat production produces large amounts of pollutants and uses vast amounts of energy and water.
Shifting to a vegetarian diet will put less pressure on grain-supplies as well as marine-fish.