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Wiley Visualizing is designed for engaging and effective learning
The visuals and text in Visualizing Environmental Science, Fourth Edition are specially integrated to
present complex processes in clear steps and with compelling representations, organize related pieces
of information, and integrate related information sources. This approach, along with the use of interactive
multimedia, minimizes unproductive cognitive load and helps students engage with the content. When
students are engaged, they are storing information in long-term memory, and thinking critically about both
new information and their previous beliefs. This leads to better thinking, greater knowledge, and ultimately
to academic success.
Research shows that well-designed visuals, integrated with comprehensive text, can improve the efficiency
with which a learner processes information. In this regard, SEG Research, an independent research firm,
conducted a national, multisite study evaluating the effectiveness of Wiley Visualizing. Its findings indicate
that students using Wiley Visualizing products (both print and multimedia) were more engaged in the
course, exhibited greater retention throughout the course, and made significantly greater gains in content
area knowledge and skills, as compared to students in similar classes that did not use Wiley Visualizing.2
The use of WileyPLUS can also increase learning. According to a white paper titled “Leveraging Blended
Learning for More Effective Course Management and Enhanced Student Outcomes” by Peggy Wyllie
of Evince Market Research & Communications,3 studies show that effective use of online resources can
improve learning outcomes. Pairing supportive online resources with face-to-face instruction can help
students to learn and reflect on material, and deploying multimodal learning methods can help students
to engage with the material and retain their acquired knowledge. WileyPLUS provides students with an
environment that stimulates active learning and enables them to optimize the time they spend on their
coursework. Continual assessment/remediation is also key to helping students stay on track. The WileyPLUS
system facilitates instructors’ course planning, organization, and delivery and provides a range of flexible tools
for easy design and deployment of activities and tracking of student progress for each learning objective.

Figure 5.5: Energy flow through a food chain Textual elements have been physically integrated with the visual elements.
This eliminates split attention (dividing our attention between several sources of different information). The arrows visually
display processes, easing the way we recognize relationships.

Much of the energy acquired by a given level of a

food chain is used and escapes into the surrounding
environment as heat. This energy, as the second law
of thermodynamics stipulates, is unavailable to the 2
Energy flows linearly—in a one-way
next level of the food chain. direction—through ecosystems.
Decomposers gain energy
from all other trophic levels.
1
Energy enters ecosystem
from the sun.

First trophic level: Second trophic level: Third trophic level: Fourth trophic level:
Producers Primary consumers Secondary consumers Tertiary consumers Decomposers
Energy
from
sun

3
Energy exits as
heat loss.

Heat Heat Heat Heat Heat

2
SEG Research. 2009. “Improving Student-Learning with Graphically-Enhanced Textbooks: A study of the Effectiveness of the Wiley
Visualizing Series.” Available online at www.segmeasurement.com.
3
Peggy Wyllie. 2009. “Leveraging Blended Learning for More Effective Course Management and Enhanced Student Outcomes.”
Available online at http://catalog.wileyplus.com./about/instructors/whitepaper.html.
vi
How Are the Wiley Visualizing
Chapters Organized?
Student engagement requires more than just providing visuals, text, and interactivity—it entails motivating
students to learn. Student engagement can be behavioral, cognitive, social, and/or emotional. It is easy to
get bored or lose focus when presented with large amounts of information, and it is easy to lose motivation
when the relevance of the information is unclear. Wiley Visualizing reorganizes course content into
manageable learning objectives and relates it to everyday life.

The content in Wiley Visualizing is organized into learning modules. Each module has a clear instructional
objective, one or more examples, and an opportunity for assessment. These modules are the building
blocks of Wiley Visualizing.

Each Wiley Visualizing chapter engages students

from the start
Chapter opening text and visuals introduce the subject and connect the student with the material that
follows.
Narratives are featured The Chapter Outline
alongside striking anticipates the content
photographs.

9 Molnia, Bruce F. 2004 Muir Glacier: From the Glacier Photograph Collection. Boulder, Colorado
CHAPTER OUTLINE
Global Atmospheric

USA: National Snow and Ice Data Center/World Data Center for Glaciology. Digital Media.
The Atmosphere and Climate 218
 Solar Radiation and Climate

Changes  Precipitation
What a Scientist Sees: Rain Shadow
Global Climate Change 222
 Causes of Global Climate Change
MELTING ICE AND RISING SEA LEVELS  Effects of Global Climate Change
Environmental InSight: The Effects of Global
owerful evidence that Earth is warming comes from the melting
P of continental and polar ice. Globally, the mean thickness of
glacial ice diminished by 14 m (46 ft) from 1955 to 2005 (see graph).
Climate Change
 Dealing with Global Climate Change: Mitigation
and Adaptation
In 2002, an iceberg roughly twice the size of Rhode Island broke off Ozone Depletion in the Stratosphere 231
from the Antarctic Peninsula. The Antarctic ice pack has retreated and  Causes of Ozone Depletion
thinned, losing 40 percent of its volume since 1980.  Effects of Ozone Depletion
The Muir Glacier in Alaska was once enormous, with a huge Environmental InSight: The Ozone Layer
vertical front from which icebergs calved into Glacier Bay. Today, EnviroDiscovery: Links Between Climate
the Muir Glacier has shrunk to a fraction of its former size (see and Atmospheric Change
photograph, taken in 2004; the inset shows approximately the same  Reversing Ozone Layer Thinning
location in 1903). Acid Deposition 234
Human-caused climate change is an established phenomenon.  How Acid Deposition Develops
Within the scientific community, the question is no longer whether  Effects of Acid Deposition
climate change will occur. Rather, we are concerned about how  The Politics of Acid Deposition
and whether we can reduce the rate of changes that have already  Facilitating Recovery from Acid Deposition
begun, and prepare for those changes we cannot avoid. The Environmental InSight: The Effects of Acid
Deposition
biggest culprit in climate change is an increase in atmospheric
Case Study: International Implications of Global
carbon dioxide (CO2), which is generated primarily through the Climate Change
burning of fossil fuels.
In this chapter we examine the challenges of global
CHAPTER PLANNER
atmospheric changes: climate change, ozone depletion, and
acid deposition. Changes in economics, politics, energy use, Study the picture and read the opening story.

agriculture, and human behavior will be necessary to address Scan the Learning Objectives in each section:
Cumulative mean thickness change (meters)

p. 218 p. 222 p. 231 p. 234

these issues.
0 Read the text and study all figures and visuals.
Answer any questions.
–2

–4 Analyze key features:

Process Diagram, p. 219 p. 224
graphingactivity –6
What a Scientist Sees, p. 221
–8 Environmental InSight, p. 228 p. 232 p. 236
C. L. Andrews/National Geographic Stock

–10 EnviroDiscovery, p. 233

Case Study, p. 238
–12
Stop: Answer the Concept Checks before you go on:
–14 p. 221 p. 230 p. 233 p. 238
1960 1965 1970 1975 1980 1985 1990 1995 2000

(Dyurgerov, Mark B. and Mark F. Meier (2005). “Glaciers and the Changing Earth System: A 2004 Snapshot”. End of Chapter:
Institute of Arctic and Alpine Research, Occasional Paper 58
Review the Summary and Key Terms.
Answer What is happening in this picture?
Interpreting Data Answer the Critical and Creative Thinking Questions.
Does this reduction appear to
be constant, accelerating, or
decelerating? Explain.
217
The Chapter Planner gives students
a path through the learning aids in the
chapter. Throughout the chapter, the
Planner icon prompts students to use
the learning aids and to set priorities
as they study.

vii
What Is the Organization of This Book?
We begin Visualizing Environmental Science 4e with an intro-
duction of the environmental dilemmas we face in our world
today, emphasizing particularly how unchecked population
growth and economic inequity complicate our ability to solve
these problems. We stress that solutions rest in understanding
the science underlying these problems. They also require cre-
ativity and diligence at all levels, from individual commitment
to international cooperation. Indeed, a key theme integrated
throughout the fourth edition is the local to global scales of
environmental science. We offer concrete suggestions that
students can adopt to make their own difference in solving en-
vironmental problems, and we explain the complications that
arise when solutions are tackled on a local, regional, national,
or global scale. New to the fourth edition are “Sustainable Citi-
zen” questions that compel students to consider how global
issues are addressed where they live.
Yet Visualizing Environmental Science 4e is not simply a
checklist of “to do” items to save the planet. In the context of
an engaging visual presentation, we offer solid discussions
of such critical environmental concepts as sustainability,
conservation and preservation, and risk analysis. We weave
the threads of these concepts throughout our treatment of
ecological principles and their application to various eco-
systems, the impacts of human population change, and the
problems associated with our use of the world’s resources.
We particularly instruct students in the importance of eco-
system services to a functioning world, and the threats that
restrict our planet’s ability to provide such services.
This text is intended to provide introductory content primar-
ily for nonscience undergraduate students. The accessible
format of Visualizing Environmental Science 4e, coupled with
our assumption that students have little prior knowledge
of environmental sciences, allows students to easily make
the transition from jumping-off points in the early chapters
to the more complex concepts they encounter later. With
its interdisciplinary presentation, which mirrors the nature
of environmental science itself, this book is appropriate for
use in one-semester and one-quarter environmental science
courses offered by a variety of departments, including en-
vironmental studies and sciences, biology, ecology, agricul-
ture, earth sciences, and geography.
viii
Visualizing Environmental Science 4e is organized around
the premise that humans are inextricably linked to the world’s
environmental dilemmas. Understanding how different parts
of Earth’s systems change, and how those changes af-
fect other parts and systems, prepares us to make better
choices as we deal with environmental problems we en-
counter everyday in the media and our lives.
s #HAPTERS  THROUGH  ESTABLISH THE GROUNDWORK FOR UNDER-
standing the environmental issues we face, how environ-
mental sustainability and human values play a critical role
in addressing these issues, how the environmental move-
ment developed over time and was shaped by econom-
ics, and how environmental threats from many sources
create health hazards that must be evaluated.
s #HAPTERS   AND  PRESENT THE INTRICACIES OF ECOLOGICAL
concepts in a human-dominated world, including en-
ergy flow and the cycling of matter through ecosystems,
and the various ways that species interact and divide
resources. Gaining familiarity with these concepts allows
students to better appreciate the variety of terrestrial and
aquatic ecosystems that are then introduced, and to de-
velop a richer understanding of the implications of human
population change for the environment.
s 4HE REMAINING  CHAPTERS DEAL WITH THE WORLDS RE-
sources as we use them today and as we assess their
availability and impacts for the future. These issues cover
a broad spectrum, including the sources and effects of
air pollution, climate and global atmospheric change,
freshwater resources, causes and effects of water pollu-
tion, the ocean and fisheries, mineral and soil resources,
land resources, agriculture and food resources, biological
resources, solid and hazardous waste, and nonrenewable
and renewable energy resources. Recognizing the im-
portance of the global ocean to environmental issues, we
are particularly pleased to dedicate an entire chapter to a
discussion of ocean processes and resources.
New to this Edition
In this edition, the authors have significantly expanded graphical representations of information. This
includes additional graphs and tables throughout the text, but with a particular emphasis on the start of
each chapter. Each chapter now opens with a representative story that includes prose, compelling imag-
ery, and a visual display of information. A challenging question about the story engages the reader in the
chapter’s topic.
To actively encourage students to synthesize and apply content, “Sustainable Citizen” questions at the
end of each chapter challenge students to examine how their own practices and beliefs might affect the
local and global environment, or be applied to implementing solutions to environmental problems. A few
new examples of new material in this edition include:
s ! NEW CHAPTER OPENER FOCUSING ON THE TH ANNIVERSARY OF 2ACHEL #ARSONS Silent Spring.
s ! NEW MAP ON HUMAN POPULATION TRENDS THAT INCLUDES DATA ON ARABLE LAND GLOBAL POPULATION DENSITY
changes, and comparisons in population density trends in developed and developing regions.
s ! CASE STUDY ON COPING WITH CONFLICT MINERALS EMPHASIZING COLTAN MINING IN THE $EMOCRATIC 2EPUBLIC
of the Congo.
s .EW DATA ON WORLDWIDE ENERGY TRENDS INCLUDING SOLAR THERMAL AND WIND ELECTRICAL GENERATION AND
biomass ethanol consumption.
s !DDITIONAL GRAPHS ASSOCIATED WITH MANY PHOTOS THROUGHOUT THE TEXT AS WELL AS WITH ALL CHAPTER OPENERS
to reinforce the importance of data and graphing in environmental science.
s 7ILEY HAS PARTNERED WITH 3MART 3CIENCE® to create new Graphing Activities for WileyPLUS which
allow students to work through the scientific process by collecting real data and graphing it and then
thinking critically about what that data demonstrates. Students are able to see the data represented
on various graph types, and to compare different data sets against one another. Each graphing activity
module is linked to the appropriate chapter and includes questions that allow instructors to test stu-
dents’ understanding of the activities.
Finally, recognizing the educational value of integrating text with graphics and imagery, we have fo-
cused on improving the quality of process diagrams and have continued to revise our art program,
layout, and design to provide students with a visually stunning, content-rich, image-based learning
experience.

ix
Guided Chapter Tour
Scientific Literacy and Data Analysis
Students are given an overview of the basics of environmental science and presented with many
opportunities to interact with real-world data and real-world situations. As students learn about
environmental science in this context, they are developing the critical thinking skills they can use to apply
in making daily environmentally conscious decisions for the rest of their lives.

2
Chapter Openers are visually appealing,
Sustainability
nability and include graphs which help students link
uman
and Human real-world data to the photos presented.
Valuess
A SUSTAINABILITY ETHIC

n 1962, Rachel Carson’s book Silent Spring

I questioned the wisdom of the rapidly increasing
applications of pesticides and fertilizers on the world’s
woorld’s
crops. She envisioned a world in which incautious
application of chemicals to increase crop yields in
the short term would undermine Earth’s capacity to to
provide resources essential to human well-being—clean
well-being— —clean n
r fresh
air, fresh water,
r and fertile soil. Carson’s compellin
compellingng
description of the environment as a network of co
and interrelated systems is credited as a foundation
foundatio
omplexx
complex
on of
Case Studies use a critical- CASE STUDY THE PLANNER
PLANNER

the modern environmental movement.

Carson’s idea that we need to consider trade-o offs
trade-offs International Implications policies. In 1997 representatives from 160 countries determined
between short-term gains and long-term sustaina
continues to resonate as we face the challenge
of feeding a human population that exceeds
ability
sustainability

Home storage
thinking approach to walk of Global Climate Change
timetables for reductions at a meeting in Kyoto, Japan. By 2005
enough countries had ratified the Kyoto Protocol for it to come
into force. Political and economic concerns prevented the United
and cooking 5.96 MJ Various social, economic, and political factors complicate States from joining the Kyoto Protocol, and those countries that
7 billion and continues to grow. Humans
consume an increasing fraction of the world’s
land and ocean food resources, and rely on
Food supply
9.74 MJ

Packaging
students through the particular international efforts to deal with global climate change. Although
highly developed countries have historically been the major
producers of greenhouse gases, many developing countries are
have signed on have had limited success in meeting its provisions.
pro
r visions.
Current international negotiations acknowledge that stopping
climate change is not an option. Instead, conversation focuses
technology-intensive methods to do so. In 2.12 MJ

characteristics defining a real-life rapidly increasing production as they industrialize. But because on limiting the amount of change. It appears that the global
addition to chemical inputs, diets in developed developing countries have less technical expertise and fewer community may set a maximum global temperature increase of
countries use great amounts of energy (see Transportation economic resources, they are often less able to respond to the 2°C (3.8°F) between now and 2100 as an achievable target.
inset). For example, the photograph shows an and retailing challenges of global climate change.

environmental challenge. The case

Based on data ffrom
rom
m “What
“W
Whatat it ta
tak
takes
a es
ak es to make
ke tthat
h
entire shoal of tuna caught in a purse seine and Science,
meal” Science
e, vol. 237,
7, p
p. 8809,
8009
9, 12 February
2 Februa
Febru
Feb
Fe
ebruary y 2010.
010.
10 1.55 MJ
The difference between total emissions from a country and
surrounded by a towing cage that will take them A study in n the he
e United
U
Unit
nitted
edd Kingdom
Kinngdom
gdom
domm ffound
ound that
o hat
hat
at the per person emissions from that country creates tensions Per person carbon dioxide (CO ) emission
to a tuna farm for fattening and harvest. producing ffood ood d rrequires
equir ires
ress nearly
ne
near five
five tim
fi
fiv es as much
times muc
ucch among nations, especially between highly developed and
Making effective decisions about energy,
chemicals, food, and the environment requires
that we account for ethics and values, the
y energygy ass iss ccontained
how much h en
ontaine
o
energy
ene
(4.184 megajoules)
rgy
ajoules)
taine
ta

oules)
aine
a ned
y is u
es)
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ed iin
ed
used
sed
sed
n tthe

off food
food
th
hee ffood.
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o
or each
o
consumed.
od con
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od. This
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ch
char
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Calories
0 Calorie
Cal
Calo
l s
ows
w
studies present a problem and in developing countries. Most developing countries view fossil fuels
as their route to industrial development and resist pressure from
highly developed nations to decrease fossil fuel consumption.
Currently,
y industrialized nations pr
produce
oduce a disproportionate share
of CO2 emissions. As developing nations such as China and India
industrialize, however, their per person CO2 emissions increase.
Developing countries argue that it would be most fair to
subjects of this chapter. As you read, keep in
some cases describe attempted

tons of carbon equivalent, 1990 and 2008

limit CO2 on a per person basis, since highly developed countries 6

Courtesy of the U. S. Department of Energy Carbon

mind these words from the Earth Charter, r formulated
formulaated

Per person CO emissions as metric

such as the United States, France, and Japan emit several times
in 1992 by representatives from 178 countries: “Let “Leet as much CO2 per person than do developing countries such as 5
ours be a time remembered for the awakening of a

solutions. Students then explore

China, India, and Kenya (see figure). However, as both population 1990
new reverence for life, the firm resolve to achieve

Dioxide Information Analysis Center

and per person energy use increase in developing countries, 4
sustainability,
y the quickening
quickening of the struggle for justice
ju
ustice 2008
their total CO2 emissions are increasing rapidly. The average
and peace, and the joyful celebration of life.” person in the United States is responsible for more than five 3

the information necessary to

2
times as much CO2 as the average person in China, but China
has surpassed the United States as the largest total emitter. 2
The international community recognizes that it must
1
stabilize and decrease CO2 emissions, but progress is slow. At

appreciate the significance of the least 174 nations, including the United States, signed the U.N.
Framework Convention on Climate Change developed at the 1992
Earth Summit, which established goals for future international
0
United
States
Japan France China India Kenya

featured example.

G L O BAL What natural resources are extracted in your

region? How are issues related to these T hi nk C ri ti cal l y
Use what you know about the
resources similar to or different from those movement of energy in a food web to explain why
involved in offshore energy and mineral there are so many more organisms at the bottom of this
LOCAL extraction? pyramid than at the top.

Global-Local questions help Think Critically questions let

students apply environmental students analyze the material
science conditions in distant and develop insights into
locations to the places where essential concepts.
they live.
EnviroDiscovery essays
explore an area or topic EnviroDiscovery
EnviroDiscovery
y
of relevance. Students Air Pollution Mayy Af
Affect
ffect Pr
Precipitation
ecipitation
p
A Taoist
T T
Temple
emple on Mount Hua in China. Note the pr proximity
roximity of

synthesize the material for the

e mountain
mountain to the plain
ain
n wher
w e air
where ir poll
p ution is p
u
pollution rod
duced.
duced.
produced.

a. In recent years, fish harvest by aquaculture has continued to greater understanding.

increase, while fishing (wild catch) has leveled off.
200
Million metric tons of seafood

150
Aquaculture
ulture production
produ

100

Wild catch
t

50
© Frank Lukasseck/Corbis

0
1950 1960 1970 1980 1990 2000 2010 2020
Interpreting Data
F
FAO State of World
W Fisheries and Aquacultu
Aquaculture
re
e (2012).
Year
questions help For several years, climate scientists have noticed that
mountainous areas in the western United States are
receiving less precipitation than usual. The effect has been
plain where several cities (which are a source of air pollution)
are located. The data, which include precipitation, visibility,
humidity data, have been measured since 1954. By subtracting
y and

particularly pronounced in mountains located downwind y scientists ha

the effect of humidity on visibility, ve been able
have

students evaluate from cities, leading scientists to speculate that air pollution
may be altering precipitation patterns. However, long-term
to estimate the amount of air pollution suspended in the air.
The scientists have correlated high visibility—that is, low air

I nte r p r e t in
ingg D a t a data to support this hypothesis were not available until
recently.
pollution—with substantially more precipitation than when air
pollution levels were high. They caution, however, that the link

During which time periods did aquaculture experience graphs, figures, and In 2007 climate scientists evaluated weather data taken
atop Mount Hua, a sacred mountain in China that overlooks a
between air pollution and precipitation patterns is still tentative
and will require more research.

its most dramatic change?

data sets.

x
 Visuals
Our unique visual design engages students, and keeps them interested in the content.

Process Diagrams provide in-depth coverage of processes correlated with

PROCESS
PROCESS DIAGRAM
THE PLANNER

Charles Darwin was a ship’s naturalist on a 5-year voyage around the world. During an extended stay
in the Galápagos Islands off the coast of Ecuador, he studied the plants and animals of each island,
clear, step-by-step narrative, enabling students to grasp important topics
including 14 species of finches.

Galápagos South with less effort.

J. DFigurening/VIREO

Islands America
1 Ancestral species begins

Interactive Process Diagrams provide additional visual examples and

in Ecuador. There is only
one finch species now in
Ecuador.

DIAGRAM
Ecuador

Grassquit finch (seeds)

2 Ancestral species
Pacific
Ocean
descriptive narrative of the diagrams that appear in the text. These diagrams
reaches the
Galápagos Islands.
Galápagos Islands
allow students to Build the Process interactively to be sure they fully
3 Modern species descend
from ancestral species.
Pinta

Santiago
Marchena

Genovesa
understand the process. Look for them in WileyPLUS when you see the
WileyPLUS icon.
FLPA/Alamy Limited

Fernandina Santa Cruz

TIM LAMAN/NG Image Collection

Santa Fe
San Cristobal
Isabela Tortuga
© Christopher Vernon-Parry/Alamy

Large ground finch

(hard seeds) Santa Maria
Española

Small ground finch

(soft seeds)
4 The apparently related species on the Galápagos Islands
have different beak shapes and different diets. Darwin
reasoned that finches that colonized from the mainland had
Tierbild Okapia/Science Source Images

changed as the birds, now geographically isolated from

each other, adapted to different diets. Cactus finch (cactus)
Eric Hosking/Science Source Images

© Images & Stories/Alamy

Woodpecker finch
(insects)
WHAT A SCIENTIST SEES
Medium ground finch Warbler finch (insects)
Rain Shadow © Michael T. Sedam/CORBIS
(moderate seeds)

Adapted from Figure 14.11 on p. 428 in B. W.

T hi n k Cr i ti c al l y Which of the species shown have Murck, B. J. Skinner, and D. Mackenzie.
similar beaks? Is this reflected in their diet similarities? Visualizing Geology, Hoboken, NJ: Windward side Leeward
w side
John Wiley and Sons, Inc. (2008)

air
Dry

ist
air

Mo
Rain shadow
desert

What a Scientist Sees highlights a concept or phenomenon

a. A rain shadow refers to arid or semiarid land that occurs on the far side

that would stand out to a professional in the field. Photos (leeward side) of a mountain. Prevailing winds blow warm, moist air from the
windward side. Air temperature cools as it rises, releasing precipitation, so
dry air descends on the leeward side. Such a rain shadow exists east of the

and figures are used to compare how a nonscientist Cascades.

and a scientist see the issues, and students apply their b. Proxy Falls is in the Cascade Range,
which divides the states of Washington
and Oregon into a moist western region

observational skills to answer questions. and an arid region east of the mountains.

How climate shapes

Environmental InSight terrestrial biomes 6.2
THE PLANNER
enhanced green-
Two climate factors, temperature and house effect
precipitation, have a predominant effect
on biome distribution.
Additional atmo-
spheric warming
Margin Glossary identifies key terms for produced as human
JOEL SARTORE/NG Image Collection

Costa Rica Tropical Rain Forest.

In temperate and tropical zones,
precipitation is more important than
temperature in shaping biomes. students within the margin of the text so activities increase at-
Michael Melford/NG Image Collection

mospheric concentra-
Alaska Tundra.
At higher latitudes, temperature is more important they can easily identify which terms to pay
than precipitation in shaping biomes, as mean annual
temperatures decline poleward.
tions of greenhouse
close attention to. gases.

radiative forcing
For greenhouse
Arc
ld

RICHARD NOWITZ/NG Image Collection

Co

tic

gases, the capacity to

Tundra retain heat in Earth’s
RE
U
AT

IN

atmosphere.
CR
ER

E
MP

AS
TE

IN
G
G

LA
SIN

Boreal forest
TIT

Arizona Desert.
D
EA

UD

Biomes differ
di in the
CR

E
DE

relative amounts
am of
precipitation they
precipitat
receive and
an in the
Temperate Temperate Temperate Chaparral Temperate seasonal distribution
rain forest deciduous forest grassland desert
of precipitation.
precipi
Environmental InSight features are multipart visual
sections that focus on a key concept or topic in the
Tro

Tropical Tropical dry Savanna Moist tropical Dry tropical

chapter, exploring it in detail or in a broader context

pic
t
Ho

rain forest forest desert desert

s

Wet DECREASING PRECIPITATION Dry

Based on Holdridge, L. Life Zone Ecology. Tropical Science Center, San Jose, Costa Rica (1967).

using a combination of photos, figures, and data.

WileyPLUS Icon indicates when there is additional visual

content such as videos, animations, and interactivities
available in WileyPLUS.

xi
Guided Chapter Tour
Student-Focused Pedagogy
Chapter pedagogy helps students navigate through the chapter, and clearly understand what
they need to focus on to succeed.

CHAPTER OUTLINE Chapter Outline at the beginning of

The Importance
r of Water 244 each chapter tells students what they will
Properties of Water
The Hydrologic Cycle and Our Supply encounter in the chapter
of Fresh Water
W
Water Resource Problems 246
Aquifer Depletion
Overdrawing of Surface Waters
Salinization of Irrigated Soil
Global Water Issues
Water Management 254 CHAPTER PLANNER
Dams and Reservoirs: Managing the Columbia River Study the picture and read the opening story.
Water Conservation
Scan the Learning Objectives in each section:
Environmental InSight: Water Conservation
p. 244 p. 246 p. 254 p. 258 p. 264
Water Pollution 258 Read the text and study all figures and visuals.
Types of Water Pollution
T Answer any questions.
What a Scientist Sees: Oligotrophic
and Eutrophic Lakes
Analyze key features
Sources of Water Pollution
Groundwater Pollution National Geographic Map, p. 252

Improving Water Quality 264 Environmental InSight, p. 257

Purification of Drinking Water What a Scientist Sees, p. 260
Municipal SewageTreatment
Sewage Treatment Process Diagram, p. 264 p. 265
Controlling Water Pollution Case Study, p. 269
Case Study: China’s ’ Three Gorges Dam
Stop: Answer the Concept Checks before
you go on:
p. 246 p. 254 p. 256 p. 263 p. 268

Chapter Planner at the beginning of End of Chapter

Review the Summary and Key Terms.
each chapter shows students which Answer What is happening in this picture?
key features they should pay close Answer the Critical and Creative Thinking Questions.

attention to.

Learning Objectives at the start of each
section indicate in behavioral terms the
concepts that students are expected to
master while reading the section.
LEARNING OBJECTIVES
1. Define toxicology y and epidemiology.
2. Explain why public water supplies are monitored
for fecal coliform bacteria despite the fact that
most strains of E. colii do not cause disease.
3. Describe the link between environmental changes
and emerging diseases, such as swine flu.

1. What is the differ

difference
f ence between toxicology and
epidemiology?
2. Why is the fecal coliform test performed on Concept Check questions at the end of each
public drinking water supplies? section allow students to test their comprehension
3. How is the incidence of swine flu related to of the learning objectives.
human activities that alter the environment?

xii

Wiley Visualizing offers students ample practice material for assessing their understanding of each study objective.
Students know exactly what they are getting out of each study session through immediate
feedback and coaching.
The Summary revisits each learning objective,
with relevant accompanying images taken
from the chapter; these visual clues reinforce
Critical and Creative Thinking Questions
1. How does the study of population ecology help us
understand why some populations grow, some remain
stable, and others decline?
2. The growth rates of various populations are usually
expressed in percentages. Why are percentages
advantageous in comparing growth rates?
3. The human population has grown as we have increased
our global carrying capacity. In your opinion, can the global
carrying capacity continue to increase? Explain your answer.
4. Why has human population growth, which increased
exponentially for centuries, started to decline in the past
few decades?
5. Malthus originally suggested that the population of England
would collapse because it could not continue to increase its
production of food. Why did this not happen?
6. What is carrying capacity? Do you think carrying capacity
applies to people as well as to other organisms? Why or why
not?
7. What can the governments of developing countries do to
help their countries experience the demographic transition?
8. If you were to draw an age structure diagram for Poland,
with a total fertility rate of 1.3, which of the following overall
shapes would the diagram have? Explain why a country like
Poland faces a population decline even if its fertility rate
Age
were to start increasing today.
(A) (B)
Postreproductive
(45 and older)
45
Reproductive
(15–44 yrs)
15
Prereproductive
(0–14 yrs)
0
What is happening in this picture? presents an
uncaptioned photograph that is relevant to a chapter topic
and illustrates a situation students are not likely to have
encountered previously. The photograph is paired with
questions that ask the students to describe and explain
what they can observe in the photo based on what they
have learned.
Assessment
important elements.
9. Explain the rationale behind this statement: It is better for
highly developed countries to spend millions of dollars on
family planning in developing countries now than to have to
spend billions of dollars on relief efforts later.
10. Which factor do you think would have a larger effect on total
fertility rate: the increased education of men or of women?
Explain your answer.
11. What are two serious problems associated with the
rapid growth of large urban areas? Explain why they are
serious.
12. In cities utilizing compact development, motor vehicle use is
reduced. What are some alternatives to motor vehicles?
13. Should the rapid increase in world population be of
concern to the average citizen in the United States?
Why or why not?
S us tainable Citiz en Q ue sti on
14. Urbanization varies from one country to another (see
figure). Local and national government agencies in the
three countries represented below strive to provide
services to their populations. How might each of their
efforts differ, and why? How do you think the United
States compares to these countries? What do you
believe to be the biggest problem faced by the United
States, as related to population growth or urbanization,
and how would you propose to address it?
(C)
Ethiopia Turkey France
Urban
Rural
Rural
Rural Urban Urban
Based on data from Population Reference Bureau.
THE PLANNER
Summary THE PLANNER
1 Population Ecology 160 the same size because the birth rate equals the death rate,
toward the end of the 21st century.
1. Population ecology is the branch of biology that deals with
the number of individuals of a particular species found in an
area and how and why those numbers change over time.
2. Thomas Malthus was a British economist who said that
the human population increases faster than its food supply,
resulting in famine, disease, and war. Malthus’s ideas appear
2. The growth rate (r) is the rate of change (increase or decrease)
of a population’s size, expressed in percentage per year. On
a global scale, growth rate is due to the birth rate (b) and
to be erroneous because the human population has grown
from about 1 billion in his time to 7 billion today, and food
production has generally kept pace with population. But
the death rate (d): r = b – d. Emigration (e), the number of
individuals leaving an area, and immigration (i), the number
of individuals entering an area, also affect a local population’s
Malthus may ultimately be proved correct because we don’t
know whether our increase in food production is sustainable.
3. Estimates of Earth’s carrying capacity for humans vary widely
growth rate.
3. Biotic potential is the maximum rate a population could
depending on what assumptions are made about standard
of living, resource consumption, technological innovations,
and waste generation. In addition to natural environmental
increase under ideal conditions. Exponential population
growth is the accelerating population growth that occurs constraints, human choices and values determine Earth’s
when optimal conditions allow a constant reproductive carrying capacity for humans.
rate for limited periods. Eventually, the growth rate
decreases to around zero or becomes negative because
of environmental resistance, unfavorable environmental
3
conditions that prevent organisms from reproducing
indefinitely at their biotic potential. The carrying capacity Demographics of Countries 170
(K) is the largest population a particular environment can
support sustainably (long term) if there are no changes in
1. Demographics is the applied branch of sociology that
that environment.
deals with population statistics. As a country becomes
industrialized, it goes through a demographic transition
as it moves from relatively high birth and death rates to
2
relatively low birth and death rates.
Human Population Patterns 165 2. The infant mortality rate is the number of deaths of infants
under age 1 per 1000 live births. The total fertility rate (TFR)
is the average number of children born to each woman.
7 Replacement-level fertility is the number of children a
2011: 7 billion couple must produce to “replace” themselves. Age structure
6 is the number and proportion of people at each age in a
Human population (billions)
population. A country can have replacement-level fertility and
5
Alberto Ceoloni/ZUMAPRESS/Newscom
3
2
Black Death
1
8000 6000 4000 2000 0 2000
BCE CE
Time (years)
1. It took thousands of years for the human population to
reach 1 billion (around 1800). Since then, the population has
grown exponentially, reaching 7 billion in late 2011. Although
our numbers continue to increase, the growth rate (r) has
declined slightly over the past several years. The population
should reach zero population growth, in which it remains
Critical and Creative Thinking Questions challenge
students to think more broadly about chapter concepts. The
level of these questions ranges from simple to advanced; they
encourage students to think critically and develop an analytical
understanding of the ideas discussed in the chapter.
Sustainable Citizen questions give students a chance to think
about issues that are relevant to their everyday lives, so they can
give a better sense of how they can personally relate to and be
involved in the science they have learned in the chapter.
© Frances Roberts/Alamy
What is happening in this picture?
Pedestrians stroll along lower Manhattan’s High Line park, constructed
along an abandoned elevated rail line. What advantages does such a space
provide urban residents?
What problems are associated with abandoned spaces in cities?
How might a space like the High Line benefit the natural environment?
xiii
WileyPLUS

WileyPLUS is designed for different learning styles, different levels of proficiency, and different levels of preparation.
All students are unique, and WileyPLUS empowers them to take advantage of their individual strengths.
Students receive timely access to resources that address their demonstrated needs, and get immediate
feedback and remediation when needed.

Read, Study, & Practice

WileyPLUS offers many opportunities for student self-assessment linked to the relevant portions of the
text. Students can take control of their own learning and practice until they master the material.
s E-book: WileyPLUS integrates the entire digital textbook with the most effective instructor and
student resources to fit every learning style.
s Audio Glossary and Flashcards are available on the student companion site and in WileyPLUS.
They provide students with easy access to digital flashcards so they can test themselves on key
terms.
s Videos: Students think critically and solve the problems of real-life
SITUATIONS WITH A RICH COLLECTION OF OVER  VIDEOS FROM A VARIETY OF SOURCES
Each video is linked to the text sections, and questions allow students to
solve problems online.

s Virtual Field Trip Videos: Students go to nine different places around

the world on Virtual Field Trips and gain a better understanding of the
environment and our impact on it. Through these video-based field trips
students gain virtual on-the-ground experience using their WileyPLUS
course.
s Graphing Activities are new to this edition. They allow students to work through
the scientific process by collecting real data, graphing it, and then thinking critically
about what that data demonstrates. Students are able to see the data represented
on various graph types, and to compare different data sets against one another.
Each graphing activity module is linked to the appropriate chapter and includes
graphingactivity
questions that allow instructors to test students’ understanding of the activities.
Graphing activity icons on the chapter openers indicate when there is a module that
corresponds with that chapter.

s Environmental Science Basics: $RIVEN BY INSTRUCTOR FEEDBACK FOR THE

most important topics for students to understand about environmental
science, Environmental Science Basics provides a suite of animated
concepts and tutorials to give students a solid grounding in the key
basic environmental concepts. Concepts ranging from global climate
change to sustainable agriculture are presented across 21 modules in
easy-to-understand language.

s Practice Quizzes created by Brian Mooney, Johnson & Wales

University, are available on the student companion site as well as in
WileyPLUS. These quizzes include questions about each section of the
book and offer students immediate feedback so they can gauge their
own understanding of the chapter material.

xiv
Assignments and Gradebook
WileyPLUS includes pre-created assignments, which instructors can edit, in addition to tools that allow them to create their
own assignment materials. WileyPLUS simplifies and automates such tasks as assessing student performance, making as-
signments, scoring student work, keeping grades, and more.

s Learning Objectives: All content in WileyPLUS, in-

cluding media and questions, are mapped to Learning
Objectives that correspond to each section of the text.
Instructors can sort by learning objective to get the
exact content they need for their students.

s Test Bank questions are available for instructors to create assignments for students that will be auto-
MATICALLY GRADED 4HERE ARE APPROXIMATELY  MULTIPLE CHOICE TRUEFALSE AND ESSAY QUESTIONS AVAILABLE
for each chapter.
s Pre- and Post-Lecture Questions are available to help assess student performance before and
after they come to class.
s Video Questions are available for every video that appears in the course, so instructors can test their
students’ comprehension of the video content.
s Graphing Questions are available for each graphing activity module, so instructors can assess their
students’ understanding of the graphing activity content.
s Gradebook reports show all the assignment students have completed or attempted to date.

Prepare and Present

s WileyPLUS allow instructors to easily add and manage presentation materials for student reference or
use in class.
s QuickStart includes ready-to-use question assignments and presentations for instructors to optimize
their time.
s Course materials, including lecture and image PowerPoints, video and animation Lecture Launcher
PowerPoints, and Wiley’s Visual Library for Biology, help you personalize lessons and optimize
your time.

WileyPLUS empowers you with the tools and resources you need to make your teaching even more
effective.
To learn more about WileyPLUS or to request a test drive, visit www.wileyplus.com

xv
Instructor’s Support
Wiley Visualizing Site

The Wiley Visualizing site hosts a wealth of information for instructors using Wiley Visualizing,
including ways to maximize the visual approach in the classroom and a white paper titled ‘How
Visuals Can Help Students Learn’ by Matt Leavitt, instructional design consultant. Visit Wiley
Visualizing at www.wiley.com/college/visualizing

Instructor’s Manual
(Available in WileyPLUS and on the book companion site)

Answers to the Think Critically, Interpreting Data, Concept Check, Global–Local and Critical and
Creative Thinking questions that appear in the printed text are available in an Instructor’s Manual
created by Chuck McKinney at Oakland City University.

Also available for each chapter is an In-class Activities instructor’s manual.

Test Bank
(Available in WileyPLUS and on the book companion site)

Many visuals from the textbook are also included in the Test Bank by Keith Hench at Kirkwood
Community College. The Test Bank has approximately 1300 test items, with at least 25% of them
incorporating visuals from the book. The test items include multiple choice, true/false, text entry,
and essay questions which test a variety of comprehension levels. The test bank is available online
in MS Word files, as a computerized Test Bank, and within WileyPLUS. The easy-to-use test-
generation program fully supports graphics, print tests, student answer sheets, and answer keys.
The software’s advanced features allow you to produce an exam to your exact specifications.

Lecture Launchers
(Available in WileyPLUS)

Each video available in the WileyPLUS course is accompanied by a Lecture Launcher PowerPoint to
facilitate in-class use.

Lecture PowerPoints, Image PowerPoints and JPGs

(Available in WileyPLUS and on the book companion site)

A complete set of highly visual PowerPoint presentations—one per chapter—by Erica Kipp, Pace
University, and Janet Wolkenstein, Hudson Valley Community College, is available online and in WileyPLUS
to enhance classroom presentations. Tailored to the text’s topical coverage and learning objectives,
these presentations are designed to convey key text concepts, illustrated by embedded text art.

All photographs, figures, maps, and tables from the text are available as jpgs and PowerPoints, and
can be used as you wish in the classroom. These electronic files allow you to easily incorporate images
into your own PowerPoint presentations as you choose, or to create your own handouts.

xvi
Biology Visual Library
(Available in WileyPLUS and on the book companion site)

All illustrations from the text are contained in the Visual Library and can be viewed with or without labels.
Also included in the Visual Library are the illustrations from Wiley’s other biology and environmental
science titles.

Clicker Questions
(Available in WileyPLUS and on the book companion site)

Clicker questions, written by Julie Weinert at Southern Illinois University Carbondale, are available in MS
Word files, and can be converted to appropriate clicker formats upon request.

Wiley Faculty Network

The Wiley Faculty Network (WFN) is a global community of faculty, connected by a passion for teaching
and a drive to learn, share, and collaborate. Their mission is to promote the effective use of technology
and enrich the teaching experience. Connect with the Wiley Faculty Network to collaborate with your col-
leagues, find a mentor, attend virtual and live events, and view a wealth of resources all designed to help
you grow as an educator. Visit the Wiley Faculty Network at www.wherefacultyconnect.com.

ALSO AVAILABLE
Environmental Science: Active Learning Laboratories and Applied Problem
Sets, 2e by Travis Wagner and Robert Sanford, both of the University of
Southern Maine, presents specific labs that use natural and social science
concepts and encourages a “hands-on” approach to evaluating the impacts
from the environmental/human interface. The laboratory and homework
activities are designed to be low cost and to reflect a sustainable
approach in both practice and theory. Environmental Science: Active
Learning Laboratories and Applied Problem Sets, 2e is available as a
stand-alone, in a package with, or customized with Visualizing Environmental
Science 4e. Contact your Wiley representative for more information.

Climate Change: What the Science Tells Us by Charles Fletcher discusses the most recent research
focusing on the causes and effects of climate change and offers strategies to help learners understand
why and how scientists have come to this conclusion. This book can be packaged or customized with
Visualizing Environmental Science, 4e.

Wiley Custom Select gives you the freedom to build your course materials exactly the way you want
them. Offer your students a cost-efficient alternative to traditional texts. In a simple three-step process,
create a solution containing the content you want, in the sequence you want, delivered how you want.
Visit Wiley Custom Select at http://customselect.wiley.com.

Book Companion Site

All instructor resources (the Test Bank, Instructor’s Manual, PowerPoint presentations, and all textbook
illustrations and photos in jpg format) are housed on the book companion site (www.wiley.com/college/
berg). Student resources include self quizzes and flashcards.
xvii
How Has Wiley Visualizing Been Shaped
by Contributors?
Wiley Visualizing and the WileyPlus learning envrironment would not have come about without lots of
people, each of whom played a part in sharing their research and contributing to this new approach.

Academic research consultants

Richard Mayer, Professor of Psychology, UC Santa Barbara. Mayer’s Cognitive Theory of Multimedia
Learning provided the basis on which we designed our program. He continues to provide guidance to
our author and editorial teams on how to develop and implement strong, pedagogically effective visuals
and use them in the classroom.
Jan L. Plass, Professor of Educational Communication and Technology in the Steinhardt School of Cul-
TURE %DUCATION AND (UMAN $EVELOPMENT AT .EW 9ORK 5NIVERSITY 0LASS CO DIRECTS THE .95 'AMES FOR
Learning Institute and is the founding director of the CREATE Consortium for Research and Evaluation of
Advanced Technology in Education.
Matthew Leavitt, )NSTRUCTIONAL $ESIGN #ONSULTANT ADVISES THE 6ISUALIZING TEAM ON THE EFFECTIVE DESIGN
and use of visuals in instruction and has made virtual and live presentations to university faculty around
the country regarding effective design and use of instructional visuals.

Independent research studies

SEG Research, an independent research and assessment firm, conducted a national, multisite effective-
ness study of students enrolled in entry-level college Psychology and Geology courses. The study was
designed to evaluate the effectiveness of Wiley Visualizing. You can view the full research paper at www.
wiley.com/college/visualizing/huffman/efficacy.html.

Instructor and student contributions

Throughout the process of developing the concept of guided visual pedagogy for Wiley’s Visualizing, we
benefited from the comments and constructive criticism provided by the instructors and colleagues listed
below. We offer our sincere appreciation to these individuals for their helpful reviews and general feedback:

Reviewers, Focus Group Participants, and Survey Respondents

James Abbott, Temple University
Melissa Acevedo, Westchester Community College
Shiva Achet, Roosevelt University
$ENISE !DDORISIO Westchester Community College
$AVE !LAN University of Phoenix
Sue Allen-Long, Indiana University Purdue
Robert Amey, Bridgewater State College
Nancy Bain, Ohio University
Corinne Balducci, Westchester Community College
Steve Barnhart, Middlesex County Community College
Stefan Becker, University of Washington—Oshkosh
Callan Bentley, Northern Virginia Community College
Valerie Bergeron, Delaware Technical & Community College
Andrew Berns, Milwaukee Area Technical College
Gregory Bishop, Orange Coast College
Rebecca Boger, Brooklyn College
Scott Brame, Clemson University
Joan Brandt, Central Piedmont Community College
Richard Brinn, Florida International University
Jim Bruno, University of Phoenix
William Chamberlin, Fullerton College
Oiyin Pauline Chow, Harrisburg Area Community College
Laurie Corey, Westchester Community College
Ozeas Costas, Ohio State University at Mansfield
#HRISTOPHER $I ,EONARDO Foothill College
$ANI $UCHARME Waubonsee Community College
Mark Eastman, Diablo Valley College
Ben Elman, Baruch College
Staussa Ervin, Tarrant County College
Michael Farabee, Estrella Mountain Community College
Laurie Flaherty, Eastern Washington University
Susan Fuhr, Maryville College
Peter Galvin, Indiana University at Southeast
Andrew Getzfeld, New Jersey City University
Janet Gingold, Prince George’s Community College
$ONALD 'LASSMAN Des Moines Area Community College
Richard Goode, Porterville College
Peggy Green, Broward Community College
Stelian Grigoras, Northwood University
Paul Grogger, University of Colorado
Michael Hackett, Westchester Community College
$UANE (AMPTON Western Michigan University

xviii
Thomas Hancock, Eastern Washington University
Gregory Harris, Polk State College
John Haworth, Chattanooga State Technical Community College
James Hayes-Bohanan, Bridgewater State College
Peter Ingmire, San Francisco State University
Mark Jackson, Central Connecticut State University
Heather Jennings, Mercer County Community College
Eric Jerde, Morehead State University
Jennifer Johnson, Ferris State University
Richard Kandus, Mt. San Jacinto College District
Christopher Kent, Spokane Community College
Gerald Ketterling, North Dakota State University
Lynnel Kiely, Harold Washington College
Eryn Klosko, Westchester Community College
Cary T. Komoto, University of Wisconsin—Barron County
John Kupfer, University of South Carolina
Nicole Lafleur, University of Phoenix
Arthur Lee, Roane State Community College
Mary Lynam, Margrove College
Heidi Marcum, Baylor University
Beth Marshall, Washington State University
$R 4HERESA -ARTIN Eastern Washington University
Charles Mason, Morehead State University
Susan Massey, Art Institute of Philadelphia
Linda McCollum, Eastern Washington University
Mary L. Meiners, San Diego Miramar College
Shawn Mikulay, Elgin Community College
Cassandra Moe, Century Community College
Lynn Hanson Mooney, Art Institute of Charlotte
Kristy Moreno, University of Phoenix
Jacob Napieralski, University of Michigan—Dearborn
Gisele Nasar, Brevard Community College, Cocoa Campus
$ARIA .IKITINA West Chester University
Robin O’Quinn, Eastern Washington University
Richard Orndorff, Eastern Washington University
Sharen Orndorff, Eastern Washington University
Clair Ossian, Tarrant County College
$EBRA 0ARISH North Harris Montgomery Community College District
Linda Peters, Holyoke Community College
Student Participants
,UCY $I!ROSCIA Westchester Community College
Estelle Rizzin, Westchester Community College
Eric Torres, Westchester Community College
Pia Chawla, Westchester Community College
Michael Maczuga, Westchester Community College
Joshua Watson, Eastern Washington University
Karl Beall, Eastern Washington University
Patty Hosner, Eastern Washington University
Brenden Hayden, Eastern Washington University
Reviewers of Previous Editions
Jennifer Andersen, Johnson County Community College
Mark Anderson, University of Maine
Nancy Bain, Ohio University
Raymond Beiersdorfer, Youngstown State University
Cheryl Berg, Gateway Community College, Phoenix
Richard Bowden, Allegheny College
Robin Popp, Chattanooga State Technical Community College
Michael Priano, Westchester Community College
Alan “Paul” Price, University of Wisconsin—Washington County
Max Reams, Olivet Nazarene University
Mary Celeste Reese, Mississippi State University
Bruce Rengers, Metropolitan State College of Denver
Guillermo Rocha, Brooklyn College
Penny Sadler, College of William and Mary
Shamili Sandiford, College of DuPage
Thomas Sasek, University of Louisiana at Monroe
$ONNA 3EAGLE Chattanooga State Technical Community College
$IANE 3HAKES College of William and Mary
Jennie Silva, Louisiana State University
Michael Siola, Chicago State University
Morgan Slusher, Community College of Baltimore County
Julia Smith, Eastern Washington University
$ARLENE 3MUCNY University of Maryland University College
Jeff Snyder, Bowling Green State University
Alice Stefaniak, St. Xavier University
Alicia Steinhardt, Hartnell Community College
Kurt Stellwagen, Eastern Washington University
Charlotte Stromfors, University of Phoenix
Shane Strup, University of Phoenix
$ONALD 4HIEME Georgia Perimeter College
Pamela Thinesen, Century Community College
Chad Thompson, SUNY Westchester Community College
Lensyl Urbano, University of Memphis
Gopal Venugopal, Roosevelt University
$ANIEL 6OGT University of Washington—College of Forest Resources
$R ,AURA * 6OSEJPKA Northwood University
Brenda L. Walker, Kirkwood Community College
Stephen Wareham, Cal State Fullerton
Fred William Whitford, Montana State University
Katie Wiedman, University of St. Francis
Harry Williams, University of North Texas
Emily Williamson, Mississippi State University
Bridget Wyatt, San Francisco State University
Van Youngman, Art Institute of Philadelphia
Alexander Zemcov, Westchester Community College
Tonya Karunartue, Eastern Washington University
Lindsey Harris, Eastern Washington University
Jessica Bryant, Eastern Washington University
Melissa Michael, Eastern Washington University
#HANNEL $E7ITT Eastern Washington University
Andrew Rowley, Eastern Washington University
Sydney Lindgren, Eastern Washington University
Heather Gregg, Eastern Washington University
Scott Brame, Clemson University
James A. Brenneman, University of Evansville
Huntting W. Brown, Wright State University
Stephan Bullard, University of Hartford
Oiyin Pauline Chow, Harrisburg Area Community College
-ICHAEL 3 $ANN Penn State University
xix
2 ,AURENCE $AVIS Northeastern Cave Conservancy, Inc.
*ODY,EE %STRADA $UEK Pima Community College
Catherine M. Etter, Cape Cod Community College
Brad C. Fiero, Pima Community College
Michael Freake, Lee University
Jennifer Frick-Ruppert, Brevard College
Todd G. Fritch, Northeastern University
Marcia L. Gillette, Indiana University, Kokomo
Arthur Goldsmith, Hallandale High
Cliff Gottlieb, Shasta College
Peggy Green, Broward Community College
Stelian Grigoras, Northwood University
Syed E. Hasan, University of Missouri—Kansas City
Carol Hoban, Kennesaw State University
Guang Jin, Illinois State University
$AWN +ELLER Hawkeye Community College
Martin Kelly, Genesee Community College
$AVID +ITCHEN University of Richmond
Paul Kramer, Farmingdale State College
Meredith Gooding Lassiter, Wiona State University
Ernesto Lasso de la Vega, Edison College
Madelyn E. Logan, North Shore Community College
Linda Lyon, Frostburg State University
Timothy F. Lyon, Ball State University
Robert S. Mahoney, Johnson & Wales University at Florida
Heidi Marcum, Baylor University
Matthew H. McConeghy, Johnson & Wales University
2ICK -C$ANIEL Henderson State University
Brian Mooney, Johnson & Wales University at North Carolina
Jacob Napieralski, University of Michigan, Dearborn
Renee Nerish, Mercer County Community College
Leslie Nesbitt, Niagara University
Ken Nolte, Shasta College
Natalie Osterhoudt, Broward Community College
Reviewers of the Fourth Edition
$AVID "ASS University of Central Oklahoma
Greta Bolin, University of North Texas
Arielle Burlett, Chatham University
Wilbert Butler, Tallahassee Community College
Katie Chenu, Seattle Central Community College
Arielle Conti, American University
$AVID #RONIN Cleveland State University
-ICHAEL $RANEY University of Wisconsin- Green Bay
*AMES 0ATRICK $UNN Grand Valley State University
Rus Higley, Highline Community College
Mariana Lecknew, American Military University
Kirt Leuschner, College of the Desert
Kamau Mbuthia, Bowling Green State University
xx
Barry Perlmutter, Community College of Southern Nevada
Neal Phillip, Bronx Community College
Thomas E. Pliske, Florida International University
Katherine Prater, Texas Wesleyan University
Uma Ramakrishnan, Juniata College
Sabine Rech, San Jose State University
Shamili A. Sandiford, College of DuPage
Thomas Sasek, University of Louisiana at Monroe
Howie Scher, University of Rochester
Nan Schmidt, Pima Community College
Richard B. Schultz, Elmhurst College
Richard Shaker, University of Wisconsin, Milwaukee
Charles Shorten, West Chester University
Jerry Skinner, Keystone College
Roy Sofield, Chattanooga State Technical Community College
Bo Sosnicki, Florida Community College at Jacksonville
Ravi Srinivas, University of St. Thomas
$AVID 3TEFFY Jacksonville State University
Andrew Suarez, University of Illinois
Charles Venuto, Brevard Community College, Cocoa Campus
Margaret E. Vorndam, Colorado State University Pueblo
Laura J. Vosejpka, Northwood University
Maud M. Walsh, Louisiana State University
John F. Weishampel, University of Central Florida
Karen Wellner, Arizona State University
Arlene Westhoven, Ferris State University
Susan M. Whitehead, Becker College
John Wielichowski, Milwaukee Area Technical College
Hernan Aubert, Pima Community College
Keith Hench, Kirkwood Community College
$AWN +ELLER Hawkeye Community College
$ALE ,AMBERT Tarrant Community College
Ashok Malik, Evergreen Valley College.
Janice Padula, Clinton College
Chuck McKinney, Oakland City University
Brian Mooney, Johnson & Wales University
Jessica Mooney, Chatham University
Joy Perry, University of Wisconsin- Fox Valley
Neal Phillip, Bronx Community College
Ellison Robinson, Midlands Technical College
Pamela Scheffler, Hawaii Community College
Julie Stoughton, University of Nevada Reno
Zachary Taylor, Willamette University
Ruthanne Thompson, University of North Texas
Janet Wolkenstein, Hudson Valley Community College
$AVID 7YATT Sacramento City College
Special Thanks
We are extremely grateful to the many members of the editorial and production staff at John Wiley and Sons
who guided us through the challenging steps of developing this book. Their tireless enthusiasm, profes-
sional assistance, and endless patience smoothed the path as we found our way. We thank in particular
Senior Editor Rachel Falk, who expertly launched and directed the revision; Lauren Samuelson, Assistant
Editor, for coordinating the development and revision process; Jeffrey Rucker, Executive Marketing Man-
ager, and Clay Stone, Marketing Manager, for a superior marketing effort; and Chloe Moffett, Editorial Assis-
TANT FOR HER CONSTANT ATTENTION TO DETAIL 4HANKS ALSO TO "ONNIE 2OTH 3ENIOR 0RODUCT $ESIGNER FOR INSIGHTFUL
work in developing our WileyPLUS course as well as the other media components. We also thank Trish
McFadden, Senior Production Editor, for expertly helping us through the production process. Thanks to
Kathy Naylor, who managed and helped develop our art program. We thank Senior photo editors MaryAnn
Price and Sheena Goldstein for their unflagging, always swift work in researching and obtaining many of our
text images. We thank Kristine Carney for the beautiful new interior design and for her constant attention to
page layout, as well as Harry Nolan and Wendy Lai for our stunning new cover. Thank you to Kaye Pace,
Vice President and Executive Publisher; and Anne Smith, Vice President and Executive Publisher; for provid-
ing guidance and support to the rest of the team throughout the revision.

About the Authors

$AVID - (ASSENZAHL IS THE &OUNDING $EAN OF THE 3CHOOL OF 3USTAINABILITY AND THE Environment at Chatham
University. An internationally recognized scholar of sustainability and risk analysis, his research focuses on in-
corporating scientific information and expertise into public decision. He holds a B.A. in Environmental Science
AND 0ALEONTOLOGY FROM THE 5NIVERSITY OF #ALIFORNIA AT "ERKELEY AND A 0H$ FROM 0RINCETON 5NIVERSITYS 7OOD-
row Wilson School. His efforts in climate change education have been supported by the National Science
Foundation, and recognition of his work includes the Society for Risk Analysis Outstanding Educator Award
AND THE 5.,6 &OUNDATION $ISTINGUISHED 4EACHING !WARD $R (ASSENZAHL IS A 3ENIOR &ELLOW OF THE .ATIONAL
Council for Science and the Environment, and a founding member of the Association of Environmental Studies
AND 3CIENCES 0RIOR TO HIS ACADEMIC CAREER $R (ASSENZAHL WORKED IN THE PRIVATE SECTOR AS AN ENVIRONMENTAL
MANAGER AND AS AN INSPECTOR FOR THE 3AN &RANCISCO "AY !REA !IR 1UALITY -ANAGEMENT $ISTRICT
Mary Catherine Hager is a professional science writer and editor specializing in life and earth sciences.
She received a double-major B.A. in environmental science and biology from the University of Virginia and
an M.S. in zoology from the University of Georgia. Ms. Hager worked as an editor for an environmental
consulting firm and as a senior editor for a scientific reference publisher. For the past 20 years, she has
written and edited for environmental science, biology, and ecology textbooks for target audiences ranging
from middle school to college. Additionally, she has published articles in environmental trade magazines
and edited federal and state reports addressing wetlands conservation issues. Her writing and editing
pursuits are a natural outcome of her scientific training and curiosity, coupled with her love of reading and
effective communication.
Linda R. Berg is an award-winning teacher and textbook author. She received a B.S. in science education, an
-3 IN BOTANY AND A 0H$ IN PLANT PHYSIOLOGY FROM THE 5NIVERSITY OF -ARYLAND $R "ERG TAUGHT AT THE 5NIVERSITY
OF -ARYLANDˆ#OLLEGE 0ARK FOR  YEARS AND AT 3T 0ETERSBURG #OLLEGE IN &LORIDA FOR  YEARS 3HE HAS TAUGHT
introductory courses in environmental science, biology, and botany to thousands of students and has received
NUMEROUS TEACHING AND SERVICE AWARDS $R "ERG IS ALSO THE RECIPIENT OF MANY NATIONAL AND REGIONAL AWARDS
including the National Science Teachers Association Award for Innovations in College Science Teaching, the
.ATIONS #APITAL !REA $ISABLED 3TUDENT 3ERVICES !WARD AND THE 7ASHINGTON !CADEMY OF 3CIENCES !WARD IN
5NIVERSITY 3CIENCE 4EACHING $URING HER CAREER AS A PROFESSIONAL SCIENCE WRITER $R "ERG HAS AUTHORED OR CO
authored numerous editions of several leading college science textbooks. Her writing reflects her teaching style
and love of science.

xxi
Contents in Brief

1 The Environmental Challenges We Face 2

2 Sustainability and Human Values 26

3 Environmental History, Politics, and Economics 48

4 Risk Analysis and Environmental Health Hazards 72

5 How Ecosystems Work 96

6 Ecosystems and Evolution 126

7 Human Population Change and the Environment 158

8 Air and Air Pollution 190

9 Global Atmospheric Changes 216

10 Freshwater Resources and Water Pollution 242

11 The Ocean and Fisheries 272

12 Mineral and Soil Resources 296

13 Land Resources 320

14 Agriculture and Food Resources 348

15 Biodiversity and Conservation 372

16 Solid and Hazardous Waste 396

17 Nonrenewable Energy Resources 418

18 Renewable Energy Resources 442

Graphing Appendix 466

Glossary 475
Index 480
Visions of America/UIG/Getty Images, Inc.
Another random document with
no related content on Scribd:
 „Wo sind die Briefe?“ flüstert Fritz. Und Herr Lustig zieht sie aus
der Rocktasche, bleibt einen Augenblick unschlüssig stehen, geht
dann auf Zehenspitzen hinaus. Die Tür klappt zu.
Fritz entfaltet das schwarzgerahmte Blatt mit fliegenden Händen.
Da steht es — Name — Titel — Orden — nach kurzem, schwerem
Leiden ...
Vor sieben Tagen gestorben! Und er hat diese sieben Tage
ahnungslos gelebt, hat sein bißchen Dienst gemacht, Spaziergänge,
Ritte, hat gelesen, geplaudert, gegessen, geschlafen — gestern,
heute, vor einer halben Stunde noch, als der Vater längst schon in
der Erde lag?
Der Vater gestorben — und hat wohl noch in den Tod das alte
Bild des Jüngsten mitgenommen — schlimmer noch: Die Kündigung,
auf eigene Faust, doch in der festen Absicht unternommen, vor dem
Vater dafür einzustehen — nun wird sie zur Heimlichkeit, zur nie
wieder gutzumachenden! — Er hätte den Vater sehen, sprechen,
ihm die Wandlung beweisen müssen ... zu spät!
Nach kurzem, schwerem Leiden ... Der Vater war krank, und man
hat ihm, dem Sohn, nichts geschrieben; er ist gestorben, und man
überläßt es dem Zufall, ob der Sohn nicht durch eine gedruckte
Todesanzeige davon erfährt — wer durfte ihm das tun? Und
erstickende Wut steigt in die Kehle. — Da fällt sein Blick auf den
zweiten Brief, der die steile Mädchenschrift der Schwester zeigt. —
Am Todestage aufgegeben — die Karte zwei Tage später ... Sie
haben nicht daran gedacht, daß die Post in Genua gesammelt wird
... Ein Mißverständnis noch im Tode ...
Da kommen die Tränen.

Die Schwester schreibt kurz, sichtlich unter dem unmittelbaren

Eindruck des Hingangs: Der Vater habe jede Nachricht von seiner
Erkrankung ausdrücklich verboten ... keine unnütze Aufregung
gewünscht ... dann das Ende so plötzlich ... Die arme Mama ... „In
wenig Wochen bist Du ja hier — ich hatte so viel von dem
Wiedersehen gehofft — nun findest Du ihn nicht mehr ...“
 Wo ist nun die Herrengebärde, der Sieg des jungen Willens —
wozu nun alle Einkehr, alle Selbstbesinnung, da e r nicht mehr davon
erfährt?
Und einen Augenblick scheint ihm der Abschied von der Bank,
nun, da er sich widerstandslos und selbstverständlich vollziehen
könnte, fast verleidet. Doch bei allem Schmerz merkt er den eitlen
Trotz, der den verlorenen Widerpart vermißt, und zwingt ihn wütend
nieder: Soll dies letzte Jahr umsonst gelebt sein, soll Gitta umsonst
um mich geweint, gelitten haben? — Nicht dem Vater, ob lebend
oder tot, zuliebe oder zuleide, auch Gitta nicht — m i r s e l b s t h a b e
ich mich zu beweisen! — —
 80
Ein weißes Schiff zieht durch die Hafeneinfahrt, läßt das lehmige
Brackwasser hinter sich, gewinnt das blaue, sonnige Meer. Fritz
steht im Heck, über den Schaumwirbeln der Schraube, sieht die
hellen Strandhäuser mit den Palmen und Büschen ihrer Gärten
langsam unter den Horizont versinken. Das Lotsenboot jagt unter
kräftiger Brise zum Lande zurück. Endlich nur weit im Süden, Meer
und Himmel trennend, ein dünner gelber Strich: Afrika! Ein letzter
Blick noch — vorbei!
Des Schiffes Bug zeigt nach Norden.
 Ernst W. Freißler

Schwefelblüte
Novelletten. 2. Auflage
H a m b u r g i s c h e r K o r r e s p o n d e n t : Diese kleinen, teilweise schon
im Simplicissimus erschienenen Geschichtchen sind in dieser Einfachheit so
spannend und unterhaltend geschrieben, daß man bedauert, sie so schnell
durchgelesen zu haben. Jede einzelne von ihnen zeigt Freißler als amüsanten
Plauderer, der die Schwächen, Fehler und Launen seiner Mitmenschen in
geradezu diabolischer Weise bespöttelt. Den Banausen und Philistern versetzt
er manchen Schlag. Trotzdem er voller Ironie und Sarkasmus steckt, weist er
doch auch dem echten Humor seinen Platz an und entwirft harmlos ulkige
Bilder. Die Knappheit der Handlung und des Stils werden den Leser
erfrischen. Versteht der Verfasser es doch, durch seine glänzende Dialektik zu
überzeugen und mit einzelnen Novelletten Hypochonder zum Lachen zu
bringen.
B r e s l a u e r Z e i t u n g : Ernst W. Freißler ist als E. W. Günter aus dem
„Simplicissimus“ bekannt. Nun hat er sein Pseudonym gelüftet und seine
kleinen psychologischen Feuilletons und die geistreichen, ironischen
Menschenporträts, die man von ihm bereits kannte, gesammelt.
„Schwefelblüte“ nannte er diesen Band, der eine nachdenkliche Stunde
vermittelt. Freißler hat glänzende Mittel. Er verfügt über eine stilistische
Gewandtheit, die ihn interessant darstellen läßt, aber auch über einen
sprachlichen Reichtum, dem glänzender Arabeskenzierat bei der Abrundung
und Ausschmückung seiner novellistischen Bilder gelingt.
S a a l e - Z e i t u n g , H a l l e : Der Verfasser gibt Genrebilder mannigfaltigster
Art. In diesen knappen Bildern zeigt sich die Begabung Freißlers am
deutlichsten. Ein mit wenigen Strichen scharf umrissener Hintergrund, vor dem
die mit kraftvoller Hand gezeichnete Studie sich markant abhebt.

Albert Langen, Verlag in München

 Ernst W. Freißler

Der Hof zu den Nußbäumen

und andere Novellen

8. Auflage
L i t e r a r i s c h e s E c h o , B e r l i n : Freißler vereinigt in dem schmucken
Bändchen ein paar ernste und heitere Erzählungen. Die lustige Wirkung
verdankt er seiner satirischen Sehschärfe und einem ironischen Erzählerton,
der voll reizender Bosheiten steckt, weil er sich mit anscheinender Biederkeit
gibt ... All diese Dinge erzählt Freißler unterhaltend, gewandt, auf das
Psychologische bedacht, unterschiedlicher Töne fähig und mit guter
Herausarbeitung des Effekts.
S c h l e s i s c h e Z e i t u n g , B r e s l a u : Mit raffinierter Wortkunst drängt er
seine Geschichten zuweilen in kleinste feuilletonistische Formate zusammen
und erzielt dabei auch ohne unerwartete Schlußpointen nachhaltige
Wirkungen.
D i e P o s t , B e r l i n : Freißler erlebte den Krieg. Er suchte ihn geistig und
seelisch zu begreifen und gibt nun die Bilder seines Schauens wieder. Seine
Erzählungen sind vertieft und doch auch lebendig und frisch, sie zeigen
Freißlers Gestaltungskraft, wie die Fähigkeit zu einer treffenden Satire.
B r e s l a u e r Z e i t u n g , B r e s l a u : Kurze Erzählungen, in denen der unter
dem Namen E. W. Günter bekannt gewordene Mitarbeiter des
„Simplicissimus“ mit seiner reifen stilistischen Kunst und psychologischen
Schärfe, die zuweilen — wie in der Erzählung „Der Patriot“ — zu satirischer
Charakterschilderung sich zuspitzt, zum Teil Probleme behandelt, die aus
kriegerischen Erlebnissen sich ihm aufgedrängt.
V o s s i s c h e Z e i t u n g , B e r l i n : ... „Die Familie“ und „Die fremde Frau“
auch „Der Sturm“ zeigen sichere Beobachtung, festen Griff, kühlen Blick ins
Menschliche. Streben, aus der Kleinheit des Geschehens in den
Zusammenhang der ganzen Welt zu münden, gewissermaßen im
abgesprungenen Splitter die Totalität darzulegen — dieses Streben des
echten Novellisten wird erfreulich sichtbar.
Ta g e s p o s t , G r a z : In diesem Bändchen gibt der aus dem früher
erschienenen Buche „Schwefelblüte“ bestens bekannte Autor eine Anzahl
Novellen, ernsten und heiteren Charakters, die Proben einer gereiften Kunst
darstellen.

Albert Langen, Verlag in München

 Joseph Conrad

Der Nigger vom „Narzissus“

Roman. 2. Auflage
Deutsch von Ernst Wolfgang Günter
D a s l i t e r a r i s c h e E c h o , B e r l i n : Hier wird die Fahrt der Brigg
„Narzissus“ geschildert von einem, der dabei war. Conrad kennt die
Menschen, die da aus aller Herren Länder zu einer Fahrt zusammengewürfelt
werden zu der sonderbaren Kameraderie, wie sie nur an Bord möglich ist, in
dem ungesprochenen Gelübde, dem stummen Glaubensbekenntnis, das die
Besatzung eines Schiffes verbindet. Seine Menschen l e b e n , und er s i e h t
sie. Das s i n d die Heimatlosen, Unbehausten, jeder mit der Tragik, die ihm
erlaubt ist. Kinder und verrucht, weichherzig und roh, fromm und vom Glauben
an seltsame Gewalten erfüllt. Da ist kein Zug verzeichnet, alles ist echt und
salzig.

Mit den Augen des Westens

Roman. 2. Auflage
Deutsch von Ernst Wolfgang Günter
L e i p z i g e r N e u e s t e N a c h r i c h t e n : Stofflich zeigt sich eine nicht
unbedeutende Verwandtschaft mit Dostojewski, der auch seine Probleme aus
dem unergründlichen Thema der verbrecherischen Seele geholt hat. Hier wird
ein junger, russischer Student geschildert, der ganz durch Zufall mit einem von
der Polizei gesuchten Mörder zusammenkommt; ihn erst beschützend, dann
verratend von der Behörde als Spitzel engagiert wird, aber schließlich den
hohen Entschluß faßt, diese innerlich unwahre und bedrückende Existenz zu
enden. Zu feinen psychologischen Beobachtungen und Anmerkungen bietet
solche Handlung natürlich reichlich Gelegenheit, und vor allem die packende
und überzeugende Darstellung der seelischen Wandlung des Helden
vermögen lebhaft zu interessieren. Eine auffallende Vertrautheit mit dem
Charakter des russischen Volkes und Landes machen den Roman wertvoll.

Albert Langen, Verlag in München

 Joseph Conrad

Das Duell
Novellen. 3. Auflage
Deutsch von Ernst Wolfgang Günter

J. E. Flecker

Hassan
Schauspiel in fünf Akten
Deutsch von Ernst W. Freißler und Herbert Alberti
Flecker führt uns in seinem Werk in das Bagdad Harun al Raschids, des
Prächtigen. Mit stärkster dichterischer Kraft ist der Zauber jener versunkenen
Zeit erfaßt und gestaltet, jenes seltsame, berückende Gemisch aus Märchen
und grausamster Wirklichkeit, aus reichster Pracht und erbärmlichstem Elend,
aus Gold und Blut, aus Hymnen und Wehklagen, aus Wollust und Tod. Dabei
ist Harun, der Märchenfürst, ganz neuartig gesehen, ohne jede Anlehnung an
irgendwelche Überlieferung, als selbstgerechter Alleinherrscher, der in
willkürlichem Spiel mit Menschenleben künstlerischen Genuß sucht und findet.
Hassan, der Held, wird ein Opfer der fürstlichen Spiellaune, wird aus
niederstem Stande emporgehoben zu einem Tag voll Pracht und Glanz, zu
einem strahlenden Tag, dessen Abend ihn gestürzt, gedemütigt, in tiefster
Erniedrigung findet. Wie Hassan dies Schicksal trägt, wie er, dem Erliegen
nahe, doch noch zu innerer Erlösung und Befreiung kommt, das bildet, neben
zwei seltsam verwobenen Liebesgeschichten, den Inhalt des Werkes.
Albert Langen, Verlag in München

Druck von Hesse & Becker in Leipzig

Einbände von E. A. Enders in Leipzig
 *** END OF THE PROJECT GUTENBERG EBOOK JUNGE
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