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Brief Contents
Preface xv
About the Authors xxii
From the Authors xxiii
Learning Skills xxiv
Humans and Sustainability: An Overview
1 The Environment and Sustainability 2
Ecology and Sustainability

2 Science, Matter, Energy, and Systems 26
3 Ecosystems: What Are They and How Do They Work? 44
4 Biodiversity and Evolution 68
5 Species Interactions, Ecological Succession, and Population Control 88
6 The Human Population and Urbanization 106

7 Climate and Biodiversity 134
Sustaining Biodiversity
8 Sustaining Biodiversity: Saving Species 166
9 Sustaining Biodiversity: Saving Ecosystems 192
Sustaining Resources and Environmental Quality

10 Food Production and The Environment 224
11 Water Resources and Water Pollution 260
12 Geology and Nonrenewable Mineral Resources 300
13 Energy Resources 326
14 Environmental Hazards and Human Health 376
15 Air Pollution, Climate Change, and Ozone Depletion 404
16 Solid and Hazardous Waste 448

Sustaining Human Societies
17 Environmental Economics, Politics, and Worldviews 472
Glossary G1
Index I1
v

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Contents
Preface xv Tying It All Together The Hubbard Brook

Forest Experiment and Sustainability 40
About the Authors xxii
Chapter Review 40
From the Authors xxiii
Learning Skills xxiv Critical Thinking 41
Doing Environmental Science 42

Humans and Sustainability: An Overview
Global Environmental Watch Exercise 42
1 The Environment and Sustainability 2
Data Analysis 43
Key Questions 3
Core Case Study Learning from the Earth 4

3 Ecosystems: What Are They and
1.1 What Are Some Key Principles of Sustainability? 5 How Do They Work? 44
Individuals Matter 1.1 Janine Benyus: Using Key Questions 45
Nature to Inspire Sustainable Design and Living 9 Core Case Study Tropical Rain
1.2 How Are We Affecting the Earth? 10 Forests Are Disappearing 46
1.3 What Causes Environmental Problems? 14 3.1 H

ow Does The Earth’s Life-Support System
Work? 47
Science Focus 1.1 Some Biomimicry Principles 19
3.2 W
hat Are The Major Components of an
1.4 What Is an Environmentally Sustainable Society? 21 Ecosystem? 48
Tying It All Together Learning from Science Focus 3.1 Many of the World’s Most Important
the Earth and Sustainability 22 Organisms Are Invisible to Us 51
Chapter Review 22 3.3 What Happens to Energy in an Ecosystem? 53
Critical Thinking 23
3.4 What Happens to Matter in an Ecosystem? 56
Science Focus 3.2 Water’s Unique Properties 57

Individuals Matter 3.1 Thomas E. Lovejoy—Forest Researcher
Global Environment Watch Exercise 24
and Biodiversity Educator 62
Ecological Footprint Analysis 24 3.5 How Do Scientists Study Ecosystems? 62
Science Focus 3.3 Planetary Boundaries 63

Ecology and Sustainability Tying It All Together Tropical Rain Forests and
Sustainability 64
2 Science, Matter, Energy, and Systems 26
Key Questions 27 Chapter Review 64
Core Case Study How Do Scientists Learn about Critical Thinking 65

Nature? Experimenting with a Forest 28
2.1 What Do Scientists Do? 29 Doing Environmental Science 66
Individuals Matter 2.1 Jane Goodall: Chimpanzee Global Environment Watch Exercise 66
Researcher and Protector 30
Data Analysis 67
2.2 What Is Matter and What Happens
When It Undergoes Change? 31
4 Biodiversity and Evolution 68
2.3 What Is Energy and What Happens
When It Undergoes Change? 35 Key Questions 69
Core Case Study Why Are Amphibians Vanishing? 70

2.4 What Are Systems and How Do They
Respond to Change? 38 4.1 What Is Biodiversity and Why Is It Important? 71
vi
Science Focus 4.1 Insects Play a Vital Role
in Our World 72
Individuals Matter 4.1 Edward O. Wilson: A Champion

of Biodiversity 73
4.2 What Roles Do Species Play in Ecosystems? 74
CASE STUDY The American Alligator—A Keystone Species

That Almost Went Extinct 75
CASE STUDY Sharks as Keystone Species 76
4.3 How Does the Earth’s Life Change Over Time? 77
Science Focus 4.2 Causes of Amphibian Declines 78
4.4 What Factors Affect Biodiversity? 80
Science Focus 4.3 Geological Processes Affect

Biodiversity 81
CASE STUDY The Threatened Monarch Butterfly 83
Tying It All Together Amphibians and

Sustainability 85
Chapter Review 85
Data Analysis 87
5 Species Interactions, Ecological Succession,

and Population Control 88
Key Questions 89
Core Case Study The Southern Sea Otter:

A Species in Recovery 90
5.1 How Do Species Interact? 91
Science Focus 5.1 Threats to Kelp Forests 92
5.2 How Do Communities and Ecosystems Respond to

Changing Environmental Conditions? 95
5.3 What Limits the Growth of Populations? 97
Science Focus 5.2 The Future of California’s

Southern Sea Otters 101
Tying It All Together Southern Sea Otters

and Sustainability 102
Chapter Review 102
Contents vii
Data Analysis 105
6 The Human Population and Urbanization 106
Key Questions 107
Core Case Study Planet Earth: Population

7.4 Billion 108
6.1 How Many People Can the Earth Support? 109
6.2 W
hat Factors Influence the Size of the Human
Population? 109
Science Focus 6.1 How Long Can the Human
Population Keep Growing? 110
CASE STUDY The U.S. Population—Third Largest

and Growing 110
6.3 H
ow Does a Population’s Age Structure Affect
Its Growth or Decline? 113
CASE STUDY The American Baby Boom 114
6.4 How Can We Slow Human Population Growth? 115
CASE STUDY Population Growth in India 116
CASE STUDY Slowing Population Growth in China 118
6.5 W
hat Are the Major Urban Resource and
Environmental Problems? 119
CASE STUDY Urbanization in the United States 119
CASE STUDY Mexico City 124
6.6 H
ow Does Transportation Affect Urban
Environmental Impacts? 124
6.7 H
ow Can We Make Cities More Sustainable and
Livable? 126
CASE STUDY The Eco-City Concept in Curitiba, Brazil 128
Tying It All Together Population Growth,

Urbanization, and Sustainability 130
Chapter Review 130
Data Analysis 133
viii Contents
7 Climate and Biodiversity 134 8.3 H
ow Do Humans Accelerate Species Extinction and
Degradation of Ecosystem Services? 173
Key Questions 135
Core Case Study African Savanna 136 Science Focus 8.2 Honeybee Losses: A Search for
Causes 180
7.1 What Factors Influence Climate? 137
Science Focus 7.1 Greenhouse Gases and Climate 138 Individuals Matter 8.1 Juliana Machado Ferreira:
Conservation Biologist and National Geographic Explorer 182
7.2 What Are the Major Terrestrial Ecosystems and How
Are Human Activities Affecting Them? 140 CASE STUDY A Disturbing Message from the Birds 183
Science Focus 7.2 Staying Alive in the Desert 144

Individuals Matter 8.2 Çağan Hakkı Sekercioğlu:
Protector of Birds and National Geographic
Science Focus 7.3 Revisiting the Savanna: Elephants as
Emerging Explorer 184
a Keystone Species 146
8.4 H
ow Can We Sustain Wild Species and the
Individuals Matter 7.1 Tuy Sereivathana: Elephant Ecosystem Services They Provide? 184
Protector 147
CASE STUDY The U.S. Endangered Species Act 185
7.3 What Are the Major Types of Marine Aquatic Systems
and How Are Human Activities Affecting Them? 152 Tying It All Together Honeybees and
Sustainability 189
Science Focus 7.4 Coral Reefs 156
Chapter Review 189
7.4 What Are the Major Types of Freshwater Systems and
How Are Human Activities Affecting Them? 157 Critical Thinking 190
Individuals Matter 7.2 Alexandra Cousteau: Environmental Doing Environmental Science 191
Storyteller and National Geographic Explorer 162
Tying It All Together Tropical African Savanna

Data Analysis 191
Chapter Review 163
9 Sustaining Biodiversity: Saving Ecosystems 192
Key Questions 193
Doing Environmental Science 165 Core Case Study Costa Rica—A Global Conservation
Leader 194
9.1 W
hat Are the Major Threats to Forest
Data Analysis 165
Ecosystems? 195
Science Focus 9.1 Putting a Price Tag on Nature’s
Ecosystem Services 196
Sustaining Biodiversity
CASE STUDY Many Cleared Forests in the United States
8 Sustaining Biodiversity: Saving Species 166
Have Grown Back 198
Key Questions 167
9.2 How Can We Manage and Sustain Forests? 201
Core Case Study Where Have All the European
Honeybees Gone? 168
9.3 How Can We Manage and Sustain Grasslands? 204
8.1 What Role Do Humans Play in the Loss of Species 9.4 How Can We Sustain Terrestrial Biodiversity? 205
and Ecosystem Services? 169 CASE STUDY Stresses on U.S. Public Parks 207
Science Focus 8.1 Estimating Extinction Rates 170

CASE STUDY Identifying and Protecting Biodiversity in
8.2 Why Should We Try to Sustain Wild Species and the Costa Rica 208
Ecosystem Services They Provide? 170
Contents ix
Science Focus 9.2 Reintroducing the Gray Wolf to 10.6 How Can We Improve Food Security? 252
Yellowstone National Park 209
Science Focus 10.1 Perennial Polyculture and the Land
CASE STUDY Ecological Restoration of a Tropical Dry Institute 253
Forest in Costa Rica 212
Individuals Matter 10.2 Jennifer Burney: Environmental
9.5 How Can We Sustain Aquatic Biodiversity? 213 Scientist and National Geographic Explorer 254
Science Focus 9.3 Ocean Acidification: The Other CO2 Tying It All Together Growing Power
Problem 214 and Sustainability 256
CASE STUDY Upsetting Marine Ecosystems: Jellyfish Chapter Review 256

Invasions 215
Individuals Matter 9.1 Sylvia Earle—Advocate for the

Oceans 218
Tying It All Together Sustaining Costa Rica’s Global Environment Watch Exercise 258
Biodiversity 220
Ecological Footprint Analysis 259
Chapter Review 220
11 Water Resources and Water Pollution 260

Key Questions 261
Doing Environmental Science 222 Core Case Study The Gulf of Mexico’s Annual
Dead Zone 262
11.1 Will We Have Enough Usable Water? 263
CASE STUDY Freshwater Resources in the United
States 265
Sustaining Resources and Environmental CASE STUDY The Colorado River 268
Quality
11.2 How Can We Increase Freshwater Supplies? 269
10 Food Production and the Environment 224
CASE STUDY Overpumping the Ogallala Aquifer 269
Key Questions 225
Core Case Study Growing Power—An Urban CASE STUDY How Dams Can Kill a Delta 272
Food Oasis 226
CASE STUDY The Aral Sea Disaster: An Example
10.1 W
hat Is Food Security and Why Is It Difficult of Unintended Effects 275
to Attain? 227
10.2 How Is Food Produced? 228
11.3 H
ow Can We Use Freshwater More
Sustainably? 276
CASE STUDY Industrialized Food Production in the United
States 232
Individuals Matter 11.1 Sandra Postel: National Geographic
Explorer and Freshwater Conservationist 280
10.3 W
hat Are the Environmental Effects of Industrialized
Food Production? 233 11.4 How Can We Reduce Water Pollution? 280
10.4 H
ow Can We Protect Crops from Pests More CASE STUDY Is Bottled Water a Good Option? 287
Sustainably? 242
CASE STUDY Lead in Drinking Water 288
CASE STUDY Ecological Surprises: The Law of Unintended
Consequences 244 Science Focus 11.1 Treating Sewage by Learning
from Nature 295
10.5 How Can We Produce Food More Sustainably? 247
Tying It All Together Dead Zones and
Individuals Matter 10.1 David Tilman—Polyculture
Sustainability 296
Researcher 252
x Contents
Chapter Review 296
Data Analysis 299
12 Geology and Nonrenewable

Mineral Resources 300
Key Questions 301
Core Case Study The Real Cost of Gold 302
12.1 W
hat Are the Earth’s Major Geological Processes
and What Are Mineral Resources? 303
12.2 H
ow Long Might Supplies of Nonrenewable Mineral
Resources Last? 305
CASE STUDY The Crucial Importance of Rare
Earth Metals 306
12.3 W
hat Are The Environmental Effects of Using
Nonrenewable Mineral Resources? 309
12.4 H
ow Can We Use Mineral Resources
More Sustainably? 312
Individuals Matter 12.1 Maria Gunnoe: Fighting to Save
Mountains 313
12.5 W
hat Are the Earth’s Major Geological
Hazards? 314
Science Focus 12.1 The Nanotechnology Revolution 315
Individuals Matter 12.2 Yu-Guo Guo: Designer of

Nanotechnology Batteries and National Geographic
Explorer 316
Individuals Matter 12.3 Robert Ballard, Ocean Explorer 318

Tying It All Together The Real Cost of Gold and
Sustainability 322
Chapter Review 322
Data Analysis 325
Contents xi
13 Energy Resources 326
Key Questions 327
Core Case Study Using Hydrofracking to Produce Oil

and Natural Gas 328
13.1 What Is Net Energy and Why Is It Important? 329
13.2 W
hat Are the Advantages and Disadvantages
of Using Fossil Fuels? 330
CASE STUDY Oil Production and Consumption in the
United States 332
Science Focus 13.1 Environmental Effects of Natural

Gas Production and Fracking in the United States 336
13.3 W
hat Are the Advantages and Disadvantages of
Using Nuclear Power? 339
13.4 W
hy Is Energy Efficiency an Important Energy
Resource? 345
Science Focus 13.2 The Search for Better Batteries 349
13.5 W
of Using Renewable Energy Resources? 352
Science Focus 13.3 Making Wind Turbines Safer for
Birds and Bats 363
Individuals Matter 13.1 Andrés Ruzo—Geothermal Energy

Sleuth and National Geographic Explorer 366
13.6 H
ow Can We Make the Transition to a More
Sustainable Energy Future? 367
CASE STUDY Germany Is a Renewable Energy
Superpower 369
Tying It All Together Energy Resources

Chapter Review 371
14 Environmental Hazards and Human Health 376
Key Questions 377
Core Case Study Mercury’s Toxic Effects 378
14.1 What Major Health Hazards Do We Face? 379
xii Contents
14.2 H
ow Do Biological Hazards Threaten Individuals Matter 15.1 James Balog: Watching
Human Health? 379 Glaciers Melt 430
CASE STUDY The Global Threat from Tuberculosis 380 CASE STUDY Alaska: A Preview of the Effects
of Climate Change 432
Science Focus 14.1 Genetic Resistance to Antibiotics 381
15.6 How Can We Slow Climate Change? 433
Individuals Matter 14.1 Hayat Sindi: Health Science
15.7 H
ow Have We Depleted Ozone in the Stratosphere
Entrepreneur 382
and What Can We Do About It? 441
CASE STUDY The Global HIV/AIDS Epidemic 383 Individuals Matter 15.2 Sherwood Rowland and Mario
Molina—A Scientific Story of Expertise, Courage,
CASE STUDY Malaria—The Spread of a Deadly and Persistence 443
Parasite 384
Tying It ALL Together Melting Ice in Greenland
14.3 H
ow Do Chemical Hazards Threaten and Sustainability 444
Human Health? 385
Chapter Review 444
Science Focus 14.2 The Controversy over BPA 389
14.4 H
ow Can We Evaluate Risks from Chemical Critical Thinking 446
Hazards? 390
CASE STUDY Pollution Prevention Pays: The 3M
Company 394 Global Environment Watch Exercise 447
14.5 How Do We Perceive and Avoid Risks? 395 Data Analysis 447
CASE STUDY Cigarettes and E-Cigarettes 396

16 Solid and Hazardous Waste 448
Tying It All Together Mercury’s Toxic Effects Key Questions 449
Core Case Study Cradle-to-Cradle Design 450
Chapter Review 400
16.1 W
hat Environmental Problems Are Related to Solid
and Hazardous Wastes? 451
CASE STUDY Solid Waste in the United States 451
CASE STUDY Ocean Garbage Patches: There Is
Global Environment Watch Exercise 402 No Away 452
Data Analysis 403 CASE STUDY E-Waste—A Serious Hazardous

Waste Problem 453
15 Air Pollution, Climate Change,
16.2 How Should We Deal with Solid Waste? 453
and Ozone Depletion 404
16.3 W
hy Are Refusing, Reducing, Reusing, and
Key Questions 405
Recycling So Important? 455
Core Case Study Melting Ice in Greenland 406
Individuals Matter 16.1 William McDonough 456
15.1 What Is the Nature of the Atmosphere? 407
15.2 What Are the Major Air Pollution Problems? 407 Science Focus 16.1 Bioplastics 458
15.3 How Should We Deal With Air Pollution? 417
16.4 W
15.4 H
ow and Why Is the Earth’s Climate of Burning or Burying Solid Waste? 459
Changing? 420 16.5 How Should We Deal with Hazardous Waste? 461
Science Focus 15.1 Using Models to Project Future CASE STUDY Recycling E-Waste 462
Changes in Atmospheric Temperatures 426
CASE STUDY Hazardous Waste Regulation
15.5 W
hat Are the Likely Effects of Climate
Change? 427 in the United States 464
Contents xiii
16.6 How Can We Shift to A Low-Waste Economy? 465 CASE STUDY U.S. Environmental Laws 486
CASE STUDY Biomimicry and Industrial Ecosystems: CASE STUDY Managing Public Lands in the United
Copying Nature 466 States—Politics in Action 487
Tying It ALL Together The Cradle-to-Cradle Approach

Individuals Matter 17.1 Xiuhtezcatl Roske-Martinez 492
17.4 W
hat Are Some Major Environmental
Chapter Review 469
Worldviews? 494
Critical Thinking 470 Science Focus 17.1 Biosphere 2: A Lesson in
Humility 495
17.5 How Can We Live More Sustainably? 496
Individuals Matter 17.2 Juan Martinez—Reconnecting People
Ecological Footprint Analysis 471 with Nature 498
Tying It All Together Greening College Campuses and
Sustaining Human Societies Sustainability 501
Chapter Review 501

17 Environmental Economics, Politics,
and Worldviews 472 Critical Thinking 503
Key Questions 473
Core Case Study The Greening of American
Campuses 474 Global Environment Watch Exercise 504
17.1 H
ow Are Economic Systems Related
to the Biosphere? 475 Ecological Footprint Analysis 505
17.2 H
ow Can We Use Economic Tools to Deal with Glossary G1
Environmental Problems? 478
Index I1
CASE STUDY Microlending 483
17.3 H
ow Can We Implement More Sustainable and Just
Environmental Policies? 484
xiv Contents
Preface
We wrote this book to help you achieve three important ■■ New Core Case Studies for 8 of the book’s 17 chapters
goals: first, to explain to your students the basics of envi- bring important real-world stories to the forefront for
ronmental science; second, to help your students in using use in applying those chapters’ concepts and principles.
this scientific foundation to understand the environmental ■■ A heavier emphasis on data analysis, with new questions
problems that we face and to evaluate possible solutions added to the captions of all figures that involve data
to them; and third, to inspire them to make a difference graphs, designed to get students to analyze the data
in how we treat the earth on which our lives and econo- represented in the figure. These complement the exer-
mies depend, and thus in how we treat ourselves and our cises we provide at the ends of chapters.
descendants.
■■ A new feature called Econumbers, which highlight key
We view environmental problems and possible solu-
statistics that will be helpful for students to remember.
tions to them through the lens of sustainability—the inte-
grating theme of this book. We believe that most people ■■ New treatment of the history of environmental conserva-
can live comfortable and fulfilling lives and that societies tion and protection in the United States.
will be more prosperous when sustainability becomes one
Sustainability Is the Integrating Theme of This Book
of the chief measures by which personal choices and pub-
lic policies are made. Our belief in a sustainable future is Sustainability, a watchword of the 21st century for those
foundational to this textbook, and we consistently chal- concerned about the environment, is the overarching
lenge students to work toward attaining it. theme of this textbook. You can see the sustainability em-
For this reason, we are happy to be continuing our phasis by looking at the Brief Contents (p. v).
partnership with National Geographic Learning. One result Six principles of sustainability play a major role in
has been the addition of many stunning and informa- carrying out this book’s sustainability theme. These princi-
tive photographs, numerous maps, and several sto- ples are introduced in Chapter 1. They are depicted in
ries of National Geographic Explorers—people who are Figure 1.2 (p. 6), Figure 1.7 (p. 9), and on the inside back
making a positive difference in the world. With these cover of the book and are used throughout the book,
tools, we continue to tell of the good news from various with each reference marked in the margin by (see
fields of environmental science, hoping to inspire young pp. 47 and 314).
people to commit themselves to making our world a We use the following five major subthemes to inte-
more sustainable place to live for their own and future grate material throughout this book:
generations. ■■ Natural Capital. Sustainability depends on the natural
resources and ecosystem services that support all life
What’s New in This Edition? and economies. See Figures 1.3, p. 7, and 7.16, p. 152.
■■ An emphasis on learning from nature: We establish this in ■■ Natural Capital Degradation. We describe how
the Core Case Study for Chapter 1, Learning from the human activities can degrade natural capital. See
Earth, which introduces the principles of biomimicry. Figures 6.3, p. 111, and 10.11, p. 236.
We further explore the principles and applications of ■■ Solutions. We present existing and proposed solutions
biomimicry in a Science Focus box and a feature arti- to environmental problems in a balanced manner and
cle on biomimicry pioneer Janine Benyus later in the challenge students to use critical thinking to evaluate
chapter. In our research, we have found that biomim- them. See Figures 9.12, p. 202, and 13.23, p. 346.
icry presents a growing number of opportunities for ■■ Trade-Offs. The search for solutions involves trade-
using nature’s genius, as Benyus puts it, to make our offs, because any solution requires weighing advan-
own economies and lifestyles more sustainable. tages against disadvantages. Our Trade-Offs diagrams
■■ A new feature called Learning from Nature—a set of located in several chapters present the benefits and
brief summaries of specific applications of biomimicry drawbacks of various environmental technolo-
in various industries and fields of research—appearing gies and solutions to environmental problems. See
in most chapters. Figures 10.18, p. 242, and 16.10, p. 458.
■■ An attractive and efficient new design with visual ele- ■■ Individuals Matter. Throughout the book, Individ-
ments inspired by National Geographic Learning to uals Matter boxes and some of the Case Studies de-
capture and hold students’ attention. scribe what various scientists and concerned citizens
xv
(including several National Geographic Explorers) science topics are explored in depth in Science Focus
have done to help us work toward sustainability (see boxes distributed among the chapters throughout the
pp. IM 1.1, p. 9, IM 7.1, p. 147, and IM 15.1, p. 430). book (see pp. 19 and 76) and integrated throughout the
Also, a number of What Can You Do? diagrams book in various Case Studies (see pp. 76 and 83) and in
describe how readers can deal with the problems we numerous figures.
face (see Figures 8.11, p. 178, and 11.20, p. 279). ■■ Global Coverage. This book also provides a global
Eight especially important ways in which individuals perspective, first on the ecological level, revealing
can live more lightly on the earth are summarized in how all the world’s life is connected and sustained
Figure 17.24 (p. 499). within the biosphere, and second, through the use
of information and images from around the world.
Other Successful Features of This Textbook
This includes more than 30 maps in the basic text and
■■ Up-to-Date Coverage. Our textbooks have been available on the Learning Path. At the end of each
widely praised for keeping users up to date in the chapter is a Global Environment Watch exercise that
rapidly changing field of environmental science. Since applies this global perspective.
the last edition, we have updated the information ■■ Core Case Studies. Each chapter opens with a Core
and concepts in this book using thousands of articles Case Study (see pp. 28 and 90), which is applied
and reports published between 2013 and 2017. throughout the chapter. These applications are in-
Major new or updated topics include biomimicry, dicated by the notation (Core Case Study) wherever
fracking, the growing problem of lead poisoning in they occur (see pp. 9 and 74). Each chapter ends with
public water supplies, ocean acidification, and a Tying It All Together box (see pp. 64 and 163), which
developments in battery technology. Other such connects the Core Case Study and other material in the
topics include synthetic biology; threats to the chapter to some or all of the principles of sustainability.
Monarch butterfly; Chinese, Indian, and U.S. popula-
■■ Case Studies. In addition to the 17 Core Case Studies,
tion trends; African Savanna; elephants as keystone
more than 40 additional Case Studies (see pp. 76, 83,
species; climate change and species extinction;
and 110) appear throughout the book (and are listed
wildfires in the western United States; jellyfish popu-
in the Detailed Contents, pp. vi – xiv). Each of these
lations explosion; marine protected areas and marine
provides an in-depth look at specific environmental
reserves; effects of overfertilization; aquaculture
problems and their possible solutions.
effects on mangroves; organic no-till farming; deep-
sea mining; costs of producing heavy oil from tar ■■ Critical Thinking. The Learning Skills section (p. xxiv)
sands; increased natural gas production in the United describes critical thinking skills, and specific critical
States; methane leaks from natural gas production; thinking exercises are used throughout the book in
coal burning and air pollution in China; shared several ways:
(community) solar power; C. diff superbug; Ebola virus; ■■ In dozens of Thinking About exercises that ask stu-
effects of smoking and e-cigarette use; deaths from air dents to analyze material immediately after it is
pollution in China and India; case study on climate presented (see pp. 31 and 121).
change in Alaska; and the overall drop in coal use. ■■ In all Science Focus boxes.
■■ Concept-Centered Approach. To help students focus ■■ In dozens of Connections boxes that stimulate critical
on the main ideas, we built each major chapter section thinking by exploring often surprising connections re-
around a key question and one to three key concepts, lated to environmental problems (see pp. 53 and 122).
which state the section’s most important take-away
■■ In the captions of many of the book’s figures (see
messages. In each chapter, all key questions are listed
Figures 1.11, p. 14, and 3.10, p. 53).
at the front of the chapter, and each chapter section
begins with its key question and concepts (see pp. 3 ■■ In end-of-chapter Critical Thinking questions (see
and 89). Also, the concept applications are highlighted pp. 41 and 164).
and referenced throughout each chapter. ■■ Visual Learning. With a new design heavily
■■ Science-Based. Chapters 2–7 cover scientific principles influenced by material from National Geographic
important to the course and discuss how scientists work and new photographs, many of them from the
(see Brief Contents, p. v). Important environmental archives of National Geographic, this is the most
xvi Preface
visually interesting environmental science textbook biomimicry applications (see pp. 53 and 77). The text of
available (see Figure 1.6, p. 8; chapter-opening photo, each chapter concludes with three Big Ideas (see pp. 39
pp. 26-27; and Figure 5.10, p. 98). Add in the more and 129), which summarize and reinforce three of the
than 130 diagrams, each designed to present complex major take-away messages from each chapter. Finally, a
ideas in understandable ways relating to the real world Tying It All Together section relates the Core Case Study
(see Figures 3.12, p. 54, and 7.8, p. 141), and you also and other chapter content to the principles of sustain-
have one of the most visually informative textbooks ability (see pp. 22 and 85). These concluding features
available. reinforce the main messages of the chapter along with
■■ Flexibility. To meet these diverse needs of hundreds of the themes of sustainability to give students a stronger
widely varying environmental science courses, we have understanding of how they all tie together.
designed a highly flexible book that allows instructors to Each chapter ends with a Chapter Review section con-
vary the order of chapters and sections within chapters taining a detailed set of review questions that include all the
without exposing students to terms and concepts that chapter’s key terms in bold type; Critical Thinking questions
could confuse them. We recommend that instructors that encourage students to think about and apply what they
start with Chapter 1, which defines basic terms and have learned to their lives; Doing Environmental Science—an
gives an overview of sustainability, population, pol- exercise that will help students experience the work of var-
lution, resources, and economic development issues ious environmental scientists; a Global Environment Watch
that are discussed throughout the book. This provides exercise taking student to Cengage’s GREENR site where
a springboard for instructors to use other chapters in they can use this tool for interesting research related to chap-
almost any order. One often-used strategy is to follow ter content; and a Data Analysis or Ecological Footprint Analysis
Chapter 1 with Chapters 2–7, which introduce basic problem built around ecological footprint data or some other
science and ecological concepts. Instructors can then environmental data set (see pp. 102–105 and 256–259).
use the remaining chapters in any order desired. Some
instructors follow Chapter 1 with Chapter 17 on envi- Supplements for Instructors
ronmental economics, politics, and worldviews, before
■■ MindTap. MindTap is a new approach to highly per-
proceeding to the chapters on basic science and ecolog-
son-alized online learning. Beyond an eBook, home-
ical concepts. Instructors whose students have access to
work solution, digital supplement, or premium website,
MindTap have a second level of flexibility in the supple-
MindTap is a digital learning platform that works along-
mental information, maps, and graphs provided there.
side your campus Learning Management System (LMS)
Examples include basic chemistry (Supplement 3), maps
to deliver course curriculum across the range of elec-
and map analysis (Supplement 4), and environmental
tronic devices in your life. MindTap is built on an “app”
data and data analysis (Supplement 5).
model allowing enhanced digital collaboration and de-
■■ In-Text Study Aids. Each chapter begins with a list of livery of engaging content across a spectrum of Cengage
Key Questions showing how the chapter is organized (see and non-Cengage resources. Visit the Instructor’s Com-
p. 107). Wherever a new key term is introduced and panion Site for tips on maximizing your MindTap course.
defined, it appears in boldface type and all such terms
are summarized in the glossary at the end of the book. ■■ Instructor’s Companion Site. Everything you need for
In most chapters, Thinking About exercises reinforce your course in one place! This collection of book-specific
learning by asking students to think critically about the lecture and class tools is available online via www.cen-
implications of various environmental issues and solu- gage.com/login. Access and download PowerPoint pre-
tions immediately after they are discussed in the text sentations, images, instructor’s manual, videos, and more.
(see pp. 13 and 121). The captions of many figures con- ■■ Cognero Test Bank. Available to adopters. Cengage
tain similar questions that get students to think about Learning Testing Powered by Cognero is a flexible,
the figure content (see pp. 14 and 53). In their read- online system that allows you to:
ing, students also encounter Connections boxes, which
briefly describe connections between human activities ■■ author, edit, and manage test bank content from
and environmental consequences, environmental and multiple Cengage Learning solutions;
social issues, and environmental issues and solutions ■■ create multiple test versions in an instant; and
(see pp. 53 and 122). New to this edition is a set of deliver tests from your LMS, your classroom, or
Learning from Nature boxes that give quick summaries of wherever you want.
Preface xvii
Help Us Improve This Book or Its Supplements Allen-Gil, Ithaca College; James R. Anderson, U.S.
Let us know how you think this book can be improved. If Geological Survey; Mark W. Anderson, University of

you find any errors, bias, or confusing explanations, please Maine; Kenneth B. Armitage, University of Kansas; Samuel
e-mail us about them at: Arthur, Bowling Green State University; Gary J. Atchison,
Iowa State University; Thomas W. H. Backman, Lewis-
mtg89@hotmail.com
Clark State College; Marvin W. Baker, Jr., University of
spoolman@tds.net
Oklahoma; Virgil R. Baker, Arizona State University;
Most errors can be corrected in subsequent printings Stephen W. Banks, Louisiana State University in
of this edition, as well as in future editions. Shreveport; Ian G. Barbour, Carleton College; Albert J.
Beck, California State University, Chico; Marilynn Bartels,
Acknowledgments Black Hawk College; Eugene C. Beckham, Northwood
University; Diane B. Beechinor, Northeast Lakeview
We wish to thank the many students and teachers who have
College; W. Behan, Northern Arizona University; David
responded so favorably to the 15 previous editions of Envi-
Belt, Johnson County Community College; Keith L.
ronmental Science, the 19 editions of Living in the Environment,
Bildstein, Winthrop College; Andrea Bixler, Clarke College;
the 11 editions of Sustaining the Earth, and the 8 editions
Jeff Bland, University of Puget Sound; Roger G. Bland,
of Essentials of Ecology, and who have corrected errors and
Central Michigan University; Grady Blount II, Texas A&M
offered many helpful suggestions for improvement. We are
University, Corpus Christi; Barbara I. Bonder, Flagler
also deeply indebted to the more than 300 reviewers, who
College; Lisa K. Bonneau, University of Missouri–Kansas
pointed out errors and suggested many important improve-
City; Georg Borgstrom, Michigan State University; Arthur
ments in the various editions of these three books.
C. Borror, University of New Hampshire; John H. Bounds,
It takes a village to produce a textbook, and the
Sam Houston State University; Leon F. Bouvier, Population
members of the talented production team, listed on the
Reference Bureau; Daniel J. Bovin, Université Laval; Jan
copyright page, have made vital contributions. Our spe-
Boyle, University of Great Falls; James A. Brenneman,
cial thanks go to content developer Oden Connolly;
University of Evansville; Michael F. Brewer, Resources for
production managers Hal Humphrey and Valarmathy
the Future, Inc.; Mark M. Brinson, East Carolina Univer-
Munuswamy; the copy editors of Editorial Services,
sity; Dale Brown, University of Hartford; Patrick E.
Lumina Datamatics; compositor Lumina Datamatics;
Brunelle, Contra Costa College; Terrence J. Burgess, Sad-
photo researcher Venkat Narayanan; artist Patrick Lane;
dleback College North; David Byman, Pennsylvania State
development manager Lauren Oliveira; and Cengage
University Worthington Scranton; Michael L. Cain, Bow-
Learning’s hard-working sales staff. Finally, we are very
doin College; Lynton K. Caldwell, Indiana University;
fortunate to have the guidance, inspiration, and unfail-
Faith Thompson Campbell, Natural Resources Defense
ing support of our Project Manager April Cognato and her
Council, Inc.; John S. Campbell, Northwest College; Ray
dedicated team of highly talented people who have made
Canterbery, Florida State University; Deborah L. Carr,
this and other book projects such a pleasure to work on.
Texas Tech University; Ted J. Case, University of San
G. Tyler Miller Diego; Ann Causey, Auburn University; Richard A.

Scott E. Spoolman Cellarius, Evergreen State University; William U. Chan-
dler, Worldwatch Institute; F. Christman, University of
Pedagogy Contributors North Carolina, Chapel Hill; Peter Chen, College of
Dr. Dean Goodwin and his colleagues, Berry Cobb, Deborah DuPage; Lu Anne Clark, Lansing Community College;

Stevens, Jeannette Adkins, Jim Lehner, Judy Treharne, Lon- Preston Cloud, University of California, Santa Barbara;
nie Miller, and Tom Mowbray provided excellent contribu- Bernard C. Cohen, University of Pittsburgh; Richard A.
tions to the Data Analysis and Ecological Footprint Analysis Cooley, University of California, Santa Cruz; Dennis J.
exercises. Mary Jo Burchart of Oakland Community College Corrigan; George Cox, San Diego State University; John D.
wrote the in-text Global Environment Watch exercises. Cunningham, Keene State College; Herman E. Daly,
University of Maryland; Raymond F. Dasmann, University
of California, Santa Cruz; Kingsley Davis, Hoover
Cumulative List of Reviewers Institution; Edward E. DeMartini, University of California,
Barbara J. Abraham, Hampton College; Donald D. Adams, Santa Barbara; James Demastes, University of Northern
State University of New York at Plattsburgh; Larry G. Iowa; Robert L. D
ennison, Heartland Community College;
Allen, California State University, Northridge; Susan
Charles E. DePoe, Northeast Louisiana University; Thomas
xviii Preface
R. Detwyler, University of Wisconsin; Bruce DeVantier, Donald Holtgrieve, California State University, Hayward;
Southern Illinois University at Carbondale; Peter H. Diage, Michelle Homan, Gannon University; Michael H. Horn,
University of California, Riverside; Stephanie Dockstader, California State University, Fullerton; Mark A. Hornberger,
Monroe Community College; Lon D. Drake, University of Bloomsberg University; Marilyn Houck, Pennsylvania
Iowa; Michael Draney, University of Wisconsin–Green State University; Richard D. Houk, Winthrop College;
Bay; David DuBose, Shasta College; Dietrich Earnhart, Robert J. Huggett, College of William and Mary; Donald
University of Kansas; Robert East, Washington & Jefferson Huisingh, North Carolina State University; Catherine
College; T. Edmonson, University of Washington; Thomas Hurlbut, Florida Community College at Jacksonville;
Eisner, Cornell University; Michael Esler, Southern Illinois Marlene K. Hutt, IBM; David R. Inglis, University of
University; David E. Fairbrothers, Rutgers University; Paul Massachusetts; Robert Janiskee, University of South
P. Feeny, Cornell University; Richard S. Feldman, Marist Carolina; Hugo H. John, University of Connecticut; Brian
College; Vicki Fella-Pleier, La Salle University; Nancy A. Johnson, University of Pennsylvania, Bloomsburg;
Field, Bellevue Community College; Allan Fitzsimmons, David I. Johnson, Michigan State University; Mark
University of Kentucky; Andrew J. Friedland, Dartmouth Jonasson, Crafton Hills College; Zoghlul Kabir, Rutgers,
College; Kenneth O. Fulgham, Humboldt State University; New Bruns-wick; Agnes Kadar, Nassau Community
Lowell L. Getz, University of Illinois at Urbana-Champaign; College; Thomas L. Keefe, Eastern Kentucky University;
Frederick F. Gilbert, Washington State University; Jay David Kelley, University of St. Thomas; William E. Kelso,
Glassman, Los Angeles Valley College; Harold Goetz, North Louisiana State University; Nathan Keyfitz, Harvard
Dakota State University; Srikanth Gogineni, Axia College University; David Kidd, University of New Mexico; Pamela
of University of Phoenix; Jeffery J. Gordon, Bowling S. Kimbrough; Jesse Klingebiel, Kent School; Edward J.
Green State University; Eville Gorham, University of Kormondy, University of Hawaii–Hilo/West Oahu College;
Minnesota; Michael Gough, Resources for the Future; John V. Krutilla, Resources for the Future, Inc.; Judith
Ernest M. Gould, Jr., Harvard University; Peter Green, Kunofsky, Sierra Club; E. Kurtz; Theodore Kury, State
Golden West College; Katharine B. Gregg, West Virginia University of New York at Buffalo; Troy A. Ladine, East
Wesleyan College; Stelian Grigoras, Northwood University; Texas Baptist University; Steve Ladochy, University of
Paul K. Grogger, University of Colorado at Colorado Winnipeg; Anna J. Lang, Weber State University; Mark B.
Springs; L. Guernsey, Indiana State University; Ralph Lapping, Kansas State University; Michael L. Larsen,
Guzman, University of California, Santa Cruz; Raymond Campbell University; Linda Lee, University of Connecticut;
Hames, University of Nebraska, Lincoln; Robert Hamilton Tom Leege, Idaho Department of Fish and Game; Maureen
IV, Kent State University, Stark Campus; Raymond E. Leupold, Genesee Community College; William S. Lindsay,
Hampton, Central Michigan University; Ted L. Hanes, Monterey Peninsula College; E. S. Lindstrom, Pennsylvania
California State University, Fullerton; William S. State University; M. Lippiman, New York University
Hardenbergh, Southern Illinois University at Carbondale; Medical Center; Valerie A. Liston, University of Minnesota;
John P. Harley, Eastern Kentucky University; Cindy Dennis Livingston, Rensselaer Polytechnic Institute; James
Harmon, State Fair Community College; Neil A. Harriman, P. Lodge, air pollution consultant; Raymond C. Loehr,
University of Wisconsin, Oshkosh; Grant A. Harris, University of Texas at Austin; Ruth Logan, Santa Monica
Washington State University; Harry S. Hass, San Jose City City College; Robert D. Loring, DePauw University; Paul F.
College; Arthur N. Haupt, Population Reference Bureau; Love, Angelo State University; Thomas Lovering, University
Denis A. Hayes, environmental consultant; Stephen Heard, of California, Santa Barbara; Amory B. Lovins, Rocky
University of Iowa; Gene Heinze-Fry, Department of Utili- Mountain Institute; Hunter Lovins, Rocky Mountain
ties, Commonwealth of Massachusetts; Jane Heinze-Fry, Institute; Gene A. Lucas, Drake University; Claudia Luke,
environmental educator; Keith R. Hench, Kirkwood Com- University of California, Berkeley; David Lynn; Timothy F.
munity College; John G. Hewston, Humboldt State Lyon, Ball State University; Stephen Malcolm, Western
University; David L. Hicks, Whitworth College; Kenneth Michigan University; Melvin G. Marcus, Arizona State
M. Hinkel, University of Cincinnati; Eric Hirst, Oak Ridge University; Gordon E. Matzke, Oregon State University;
National Laboratory; Doug Hix, University of Hartford; Parker Mauldin, Rockefeller Foundation; Marie McClune,
Kelley Hodges, Gulf Coast State College; S. Holling, The Agnes Irwin School (Rosemont, Pennsylvania);
University of British Columbia; Sue Holt, Cabrillo College; Theodore R. McDowell, California State University;
Preface xix
Vincent E. McKelvey, U.S. Geological Survey; Robert T. West Valley College; Stephen T. Ross, University of
McMaster, Smith College; John G. Merriam, Bowling Southern Mississippi; Robert E. Roth, Ohio State University;
Green State University; A. Steven Messenger, Northern Dorna Sakurai, Santa Monica College; Arthur N. Samel,
Illinois University; John Meyers, Middlesex Community Bowling Green State University; Shamili Sandiford,
College; Raymond W. Miller, Utah State University; Arthur College of DuPage; Floyd Sanford, Coe College; David
B. Millman, University of Massachusetts, Boston; Sheila Satterthwaite, I.E.E.D., London; Stephen W. Sawyer,
Miracle, Southeast Kentucky Community & Technical University of Maryland; Arnold Schecter, State University
College; Fred Montague, University of Utah; Rolf Monteen, of New York; Frank Schiavo, San Jose State University;
California Polytechnic State University; Debbie Moore, William H. Schlesinger, Ecological Society of America;
Troy University Dothan Campus; Michael K. Moore, Stephen H. Schneider, National Center for Atmospheric
Mercer University; Ralph Morris, Brock University, St. Research; Clarence A. Schoenfeld, University of Wisconsin,
Catherine’s, Ontario, Canada; Angela Morrow, Auburn Madison; Madeline Schreiber, Virginia Polytechnic
University; William W. Murdoch, University of California, Institute; Henry A. Schroeder, Dartmouth Medical School;
Santa Barbara; Norman Myers, environmental consultant; Lauren A. Schroeder, Youngstown State University;
Brian C. Myres, Cypress College; A. Neale, Illinois State Norman B. Schwartz, University of Delaware; George
University; Duane Nellis, Kansas State University; Jan Sessions, Sierra College; David J. Severn, Clement Associ-
Newhouse, University of Hawaii, Manoa; Jim Norwine, ates; Don Sheets, Gardner-Webb University; Paul Shepard,
Texas A&M University, Kingsville; John E. Oliver, Indiana Pitzer College and Claremont Graduate School; Michael P.
State University; Mark Olsen, University of Notre Dame; Shields, Southern Illinois University at Carbondale;
Bruce Olszewski, San Jose State University; Carol Page, Kenneth Shiovitz; F. Siewert, Ball State University; E. K.
copy editor; Bill Paletski, Penn State University; Eric Silbergold, Environmental Defense Fund; Joseph L.
Pallant, Allegheny College; Charles F. Park, Stanford Simon, University of South Florida; William E. Sloey,
University; Richard J. Pedersen, U.S. Department of University of Wisconsin, Oshkosh; Michelle Smith, Wind-
Agricul-ture, Forest Service; David Pelliam, Bureau of ward Community College; Robert L. Smith, West Virginia
Land Management, U.S. Department of the Interior; Barry University; Val Smith, University of Kansas; Howard M.
Perlmutter, College of Southern Nevada; Murray Paton Smolkin, U.S. Environmental Protection Agency; Patricia
Pendarvis, Southeastern Louisiana University; Dave M. Sparks, Glassboro State College; John E. Stanley,
Perault, Lynchburg College; Carolyn J. Peters, Spoon River University of Virginia; Mel Stanley, California State
College; Rodney Peterson, Colorado State University; Julie Polytechnic University, Pomona; Richard Stevens, Monroe
Phillips, De Anza College; John Pichtel, Ball State Univer- Commu-nity College; Norman R. Stewart, University of
sity; William S. Pierce, Case Western Reserve University; Wisconsin, Milwaukee; Frank E. Studnicka, University of
David Pimentel, Cornell University; Peter Pizor, Northwest Wisconsin, Platteville; Chris Tarp, Contra Costa College;
Community College; Mark D. Plunkett, Bellevue Commu- Roger E. Thibault, Bowling Green State University; Nathan
nity College; Grace L. Powell, University of Akron; James E. Thomas, University of South Dakota; William L. Thomas,
H. Price, Oklahoma College; Alan D. Redmond, East California State University, Hayward; Jamey Thompson,
Tennessee State University; Marian E. Reeve, Merritt Hudson Valley Community College; Kip R. Thompson,
College; Carl H. Reidel, University of Vermont; Charles C. Ozarks Technical Community College; Shari Turney, copy
Reith, Tulane University; Erin C. Rempala, San Diego City editor; John D. Usis, Youngstown State University; Tinco
College; Roger Revelle, California State University, San E. A. van Hylckama, Texas Tech University; Robert R. Van
Diego; L. Reynolds, University of Central Arkansas; Ronald Kirk, Humboldt State University; Donald E. Van Meter,
R. Rhein, Kutztown University of Pennsylvania; Charles Ball State University; Rick Van Schoik, San Diego State
Rhyne, Jackson State University; Robert A. Richardson, University; Gary Varner, Texas A&M University; John D.
University of Wisconsin; Benjamin F. Richason III, St. Vitek, Oklahoma State University; Harry A. Wagner,
Cloud State University; Jennifer Rivers, Northeastern Victoria College; Lee B. Waian, Saddleback College; War-
University; Ronald Robberecht, University of Idaho; ren C. Walker, Stephen F. Austin State University; Thomas
William Van B. Robertson, School of Medicine, Stanford D. Warner, South Dakota State University; Kenneth E. F.
University; C. Lee Rockett, Bowling Green State University; Watt, University of California, Davis; Alvin M. Weinberg,
Terry D. Roelofs, Humboldt State University; Daniel Ropek, Institute of Energy Analysis, Oak Ridge Associated Univer-
Columbia George Community College; Christopher Rose, sities; John F. Weishampel, University of Central Florida;
California Polytechnic State University; Richard G. Rose, Brian Weiss; Margery Weitkamp, James Monroe High
xx Preface
School (Granada Hills, California); Anthony Weston, State Pennsylvania State University; Fred Witzig, University of
University of New York at Stony Brook; Raymond White, Minnesota at Duluth; Martha Wolfe, Elizabethtown
San Francisco City College; Douglas Wickum, University of Community and Technical College; George M. Woodwell,
Wisconsin, Stout; Charles G. Wilber, Colorado State Woods Hole Research Center; Peggy J. Wright, Columbia
University; Nancy Lee Wilkinson, San Francisco State College; Todd Yetter, University of the Cumberlands;
Univer-sity; John C. Williams, College of San Mateo; Ray Robert Yoerg, Belmont Hills Hospital; Hideo Yonenaka,
Williams, Rio Hondo College; Roberta Williams, University San Francisco State University; Brenda Young, Daemen
of Nevada, Las Vegas; Samuel J. Williamson, New York College; Anita Závodská, Barry University; Malcolm J.
University; Dwina Willis, Freed-Hardeman University; Ted Zwolinski, University of Arizona.
L. Willrich, Oregon State University; James Winsor,
Preface xxi
About the Authors
G. Tyler Miller
G. Tyler Miller has written 64 textbooks for introductory Earth Education and Research, devoted to improving
courses in environmental science, basic ecology, energy, environmental education.
and environmental chemistry. Since 1975, Miller’s books He describes his hopes for the future as follows:
have been the most widely used textbooks for environ-
If I had to pick a time to be alive, it would be the next 75 years.
mental science in the United States and throughout the
Why? First, there is overwhelming scientific evidence that we are in
world. They have been used by almost 3 million students
the process of seriously degrading our own life-support system. In
and have been translated into eight languages.
other words, we are living unsustainably. Second, within your life-
Miller has a professional background in chemistry,
time we have the opportunity to learn how to live more sustainably
physics, and ecology. He has a PhD from the University of
by working with the rest of nature, as described in this book.
Virginia and has received two honorary doctoral degrees
I am fortunate to have three smart, talented, and wonderful
for his contributions to environmental education. He
sons—Greg, David, and Bill. I am especially privileged to have Kath-
taught college for 20 years, developed one of the nation’s
leen as my wife, best friend, and research associate. It is inspiring to
first environmental studies programs, and developed an
have a brilliant, beautiful (inside and out), and strong woman who
innovative interdisciplinary undergraduate science pro-
cares deeply about nature as a lifemate. She is my hero. I dedicate
gram before deciding to write environmental science text-
this book to her and to the earth.
books full time in 1975. Currently, he is the president of
Scott E. Spoolman
Scott Spoolman is a writer with more than 30 years of Spoolman has the following to say about his collabora-
experience in educational publishing. He has worked with tion with Tyler Miller:
Tyler Miller since 2003 as a contributing editor and lately
I am honored to be working with Tyler Miller as a coauthor to con-
as coauthor of Living in the Environment, Environmental
tinue the Miller tradition of thorough, clear, and engaging writing
Science, and Sustaining the Earth. With Norman Myers, he
about the vast and complex field of environmental science. I share
coauthored Environmental Issues and Solutions: A Modular
Tyler Miller’s passion for ensuring that these textbooks and their
Approach.
multimedia supplements will be valuable tools for students and
Spoolman holds a master’s degree in science journal-
instructors. To that end, we strive to introduce this interdisciplinary
ism from the University of Minnesota. He has authored
field in ways that will be not only informative and sobering but also
numerous articles in the fields of science, environmental
tantalizing and motivational.
engineering, politics, and business. He has also worked as
If the flip side of any problem is an opportunity, then this truly
a consulting editor in the development of over 70 college
is one of the most exciting times in history for students to start an
and high school textbooks in the fields of the natural and
environmental career. Environmental problems are numerous, seri-
social sciences.
ous, and daunting, but their possible solutions generate exciting new
In his free time, he enjoys exploring the forests and
career opportunities. We place high priorities on inspiring students
waters of his native Wisconsin along with his family—
with these possibilities, challenging them to maintain a scientific
his wife, environmental educator Gail Martinelli, and his
focus, pointing them toward rewarding and fulfilling careers, and in
children, Will and Katie.
doing so, working to help sustain life on Earth.
xxii
From the Authors
My Environmental Journey— G. Tyler Miller

My environmental journey began in 1966 when I heard toilet; employed biological pest control; composted food
a lecture on population and pollution problems by Dean wastes; used natural planting (no grass or lawnmowers);
Cowie, a biophysicist with the U.S. Geological Survey. It gardened organically; and experimented with a host of
changed my life. I told him that if even half of what he said other potential solutions to major environmental prob-
was valid, I would feel ethically obligated to spend the rest lems that we face.
of my career teaching and writing to help students learn I also used this time to learn and think about how
about the basics of environmental science. After spending nature works by studying the plants and animals around
six months studying the environmental literature, I con- me. My experience from living in nature is reflected
cluded that he had greatly underestimated the seriousness in much of the material in this book. It also helped me
of these problems. develop the six simple principles of sustainability that
I developed an undergraduate environmental stud- serve as the integrating theme for this textbook and to
ies program and in 1971 published my first introductory apply these principles to living my life more sustainably.
environmental science book, an interdisciplinary study of I came out of the woods in 1995 to learn about how
the connections between energy laws (thermodynamics), to live more sustainably in an urban setting where most
chemistry, and ecology. In 1975, I published the first edi- people live. Since then, I have lived in two urban villages,
tion of Living in the Environment. Since then, I have com- one in a small town and one within a large metropolitan
pleted multiple editions of this textbook, and of three, area.
others derived from it, along with other books. Since 1970, my goal has been to use a car as little
Beginning in 1985, I spent 10 years in the deep woods as possible. Since I work at home, I have a “low-pollute
living in an adapted school bus that I used as an environ- commute” from my bedroom to a chair and a laptop com-
mental science laboratory and writing environmental sci- puter. I usually take one or two airplane trips a year to
ence textbooks. I evaluated the use of passive solar energy visit my sister and my publisher.
design to heat the structure; buried earth tubes to bring in As you will learn in this book, life involves a series of
air cooled by the earth (geothermal cooling) at a cost of environmental trade-offs. Like most people, I still have a
about $1 per summer; set up active and passive systems to large environmental impact, but I continue to struggle to
provide hot water; installed an energy-efficient instant hot reduce it. I hope you will join me in striving to live more
water heater powered by LPG; installed energy-efficient sustainably and sharing what you learn with others. It is
windows and appliances and a composting (waterless) not always easy, but it sure is fun.
Cengage Learning’s Commitment to Sustainable Practices

We the authors of this textbook and Cengage Learning, materials that go into each sheet of paper used. New, spe-
the publisher, are committed to making the publishing cially designed printing presses also reduce the amount of
process as sustainable as possible. This involves four ba- scrap paper produced per book. ■ Recycling. Printers recycle
sic strategies: ■ Using sustainably produced paper. The book the scrap paper that is produced as part of the printing
publishing industry is committed to increasing the use of process. Cengage Learning also recycles waste cardboard
recycled fibers, and Cengage Learning is always looking from shipping cartons, along with other materials used
for ways to increase this content. Cengage Learning works in the publishing process. ■ Process improvements. In years
with paper suppliers to maximize the use of paper that past, publishing has involved using a great deal of paper
contains only wood fibers that are certified as sustaina- and ink for the writing and editing of manuscripts, copy-
bly produced, from the growing and cutting of trees all editing, reviewing page proofs, and creating illustrations.
the way through paper production. ■ Reducing resources Almost all of these materials are now saved through use of
used per book. The publisher has an ongoing program to electronic files. Very little paper and ink were used in the
reduce the amount of wood pulp, virgin fibers, and other preparation of this textbook.
xxiii
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All rights reserved.

TO MY MOTHER AND THE SOUTH
INTRODUCTION.
“Smoking Flax” is a story of the South written by a young
Kentucky woman. Undoubtedly in the South its advent will be saluted
with enthusiastic bravos. What will be the nature of its reception in
the North it is hazardous to predict. One thing, however, can be
confidently prophesied for it everywhere—consideration. This the
subject and manner of its treatment assures.
The methods of Judge Lynch viewed from most standpoints are,
without extenuation, evil; from a few aspects they may appear to be
perhaps not wholly without justification. Miss Rives, through the
medium of romance, presents the question as seen from many
sides, and then leaves to the reader the responsibility of determining
“what is truth,” though where her own sympathies lie she does not
leave much in doubt.
The authoress comes of an old Virginia stock to whom the gift of
narrative and literary expression seem to be a birthright. Since
revolutionary days literature has been more or less enriched by
contributions from successive members of the family—the well
known contemporary novelist and the youthful author of this book
sharing at the present time the responsibility of upholding the
hereditary traditions. It seems, therefore, happily appropriate that
Miss Rives should have taken upon herself the task of placing before
the world southern views of the problem of lynching, which, be it
understood, are far from unanimous. The subject is handled with
admirable tact, the author steering clear alike from prudish
affectations of modesty and shocking details of inartistic realism: and
throughout is maintained a judicial impartiality infrequent in the
treatment of such burning questions.
Miss Rives will achieve distinction in the South and at least
notability elsewhere.
H. F. G.
Rochester, N. Y.
September 22nd, 97.
CHAPTER I.
The house faced the college campus and was the only one in the
block. This, in Georgetown, implies a lawn of no small dimensions;
the place had neither gardener’s house nor porter’s lodge—nothing
but that old home half hidden by ancient elms. For many a year it
had stood with closed doors in the very heart of that prosperous
Kentucky town, presenting a gloomy aspect and exercising for many
a singular attraction. Near the deep veranda a great tree, whose
boughs were no longer held in check by trimming, had thrust one of
its branches through the frontmost window. Dampness had attacked
everything. The upper balcony was loosened, the roof warped, and
lizards sunned themselves on the wall.
As for the garden, long ago it had lapsed into a chaotic state. The
thistle and the pale poppy grew in fragrant tangle with the wild ivy
and Virginia creeper, and wilful weeds thrust their way across the
gravel walks.
Sadly old residents saw the place approaching the last stages of
decay—saw this house, once the pride of the town, in its decrepitude
and loneliness the plaything of the elements.
“A noble wreck! It must have a history of some kind,” strangers
would remark.
“Ah, that it has, and a sombre one it is!” any man or woman living
near would have answered, as they recalled the history of Richard
Harding’s home. For the fate of Richard Harding was a sad memory
to them. They remembered how he had been the representative of a
fine old family and that much of his fortune had been spent in
beautifying this place, to make it a fitting home for Catharine Field,
his bride.
She too had been of gentle birth and held an important place in
their memory as one who brought with her to this rural community
the wider experience usual to a young woman educated in Boston,
who, after a few seasons of social success in an ultra fashionable
set, has crowned her many achievements by a brilliant marriage.
Her husband adored her and showed his devotion by humoring
her extravagant tastes and prodigal fancies. He detested gayeties,
yet complied with her slightest wish for social pleasures.
Although it was generally agreed that this young couple got on
well together, at the end of two years the husband had to admit to
himself that his efforts to render his wife happy had not been entirely
successful. He saw that she fretted for her northern life, was bored
by everything about her. She cherished a bitter resentment for the
slaveholders, vowing that it was barbarous and inhuman to own
human beings as her husband and neighbors did. Though
expressing pity for the poor, simple, dependent creatures, she did
little to make their tasks more healthful and reasonable ones, or to
render them more capable and contented.
Her baby’s nurse was the one servant of her household who met
with gracious treatment at her hands. This old slave came to her
endowed with the womanly virtues of honor, self-respect and
humility. But in marveling at her on these accounts, Mrs. Harding
forgot that it was the former mistress—her husband’s mother—that
had made her what she was.
At length the truth became clearly apparent that she was an
obstinate, intensely prejudiced and very unreasonable woman, who,
having lived for a time at a centre of fashionable intelligence in a city
of culture, supposed herself to be quite beyond the reach of and
entirely superior to ordinary country folk. Eventually, her morbid
dissatisfaction became so extreme that her husband yielded to her
importunities, closed the house, and with her and their baby boy,
went to live in Boston.
This sacrifice he made quietly and uncomplainingly, his closest
friends not then knowing how it wrenched his heart. A year passed,
then another, and at the end of the third, the papers announced the
death of Richard Harding.
Though never again seeing his southern home, where he had
planned to live his life in peace and useful happiness, it had held to
the end a most sacred place in his memory—a memory which he
truly hoped would be transmittted to the heart and mind of his son. It
was his last wish that the old homestead should remain as it was—
closed to strangers—that no living being, unless of his own blood,
should inhabit that abode of love and sorrow, that it be kept from the
careless profanation of aliens.
The world prophesied that his widow would soon forget the
wishes of the dead, but as witness that she had thus far kept faith,
there stood the closed, abandoned home, upon which Nature alone
laid a destroying hand.
CHAPTER II.
In process of time, hardly a brick was to be seen in this old house
that had not grown purple with age and become cloaked with moss
and ivy. Antiquity looked out from covering to foundation stone. Only
the flowers were young, and flowers spring from a remote ancestry.
This house, inlaid in solitude, was as quiet as some cloister hidden
away within some French forest.
One summer afternoon, the quiet was broken by a group of
college girls looking for some new flower for their botanical
collection. But so full of youthful spirits were they that they hardly
saw the valley lilies with stems so short that they could scarcely bear
up their innocent, sweet eyes, distressed, and stare like children in a
crowd.
Among these girls was one whom the most casual observer
would have singled out from her companions for a beauty rare even
in that land of beautiful women. She had wandered off alone and
found a sleepy little primrose. As she freed the blossom from its
stem and held it in her hand, a tide of thought surged up from her
memory and deepened the color of her face. Quietly she dropped
down upon the grass and began turning the leaves of her floral diary
until she came to a similar flower pressed between its pages.
In a corner was written: “Gathered in the mountains on the 18th
of August.”
“How strange,” she thought, “to note how late it was found there,
while it blooms so early here.”
Commonplace as that discovery seemed to be, the face so
radiant a moment before, became thoughtfully drawn.
She looked at the name “E. Harding” written below the dry, dead
blossom, and thought of the time when it had been written, thence
back to her first meeting with its owner—one of those happy chances
of travel, which have all the charm of the unexpected—as fresh in
her memory as though it had been but yesterday. That summer had
been one of those idyllic periods which are lived so unconsciously
that their beauty is only realized in memories. To become conscious
of such charm at the time would be to break the spell which lies in
the very ignorance of its existence.
She, this ardent novice in learning, fresh from graduating honors,
and full of unmanageable, new emotions did not comprehend that
the same youthful impetuosity which had made the two fast friends in
so brief a time, had also made it possible for a few heedless words
even more quickly to separate them. An older or more experienced
woman would have missed the sudden bloom and escaped the no
less sudden storm.
“Primroses are his favorite flowers,” she said half aloud, and a
dainty little smile lifted ever so slightly the corners of her mouth as if
there were pleasure in the thought. Then she took up her pencil and
studiously began to jot down the botanical notes concerning the
primrose. “Primrose, a biennial herb, from three to six inches tall.
The flower is regular, symmetrical and four parted.”
A twig snapped. The girl looked up quickly. “Welcome to my
flowers,” said a voice beside her, and a young man smiled frankly, as
he bowed and raised his white straw hat.
“Mr. Harding!” she exclaimed, opening her eyes in wonder and
staring at him with the prettiest face of astonishment. Alarm had
brought color to her cheeks, while the level rays of the sun, which
forced her to screen her eyes with one hand, clothed her figure in a
broad belt of gold. “How did you happen to be here?”
“I did not happen. Man comes not to his place by accident.”
His answer, though given with a laugh, had a touch of truth.
Through the bright excitement of her eyes, a sudden gleam of
archness flashed.
“Have you come to write us up, or rather down?” she asked.
“I have come to help those who won’t help themselves, but first
let us make peace, if such a thing be necessary between us. Here is
my offering,” and smilingly he laid two fresh white roses in her hand.
She answered his smile with one of her own as she thrust the
long generous stems through her waist belt; but she did not thank
him with words, and he was glad that she did not. Just as he would
have spoken again, a number of girlish voices called in chorus:
“Come, Dorothy, we are going now.”
CHAPTER III.
In the same year that Elliott Harding was graduated from
Princeton, he came into possession of his estate, which he at once
began to share with his mother. Her love of good living and luxury,
her craving for such elegancies as sumptuous furniture, expensive
bric-à-brac, and stylish equipages had well nigh exhausted her
means, and she was now almost entirely dependent upon a half-
interest in the small estate in Kentucky. Considering that Elliott had a
leaning towards the learned professions and political and social
pursuits, added to a constitutional abhorrence of a business career,
his financial condition was not altogether uncomfortable. He longed
to own a superb library, a collection of books, great both in number
and quality, and, furthermore, he wanted to complete his education
by travel abroad, followed by a year or two of serious research in the
South. He realized how ill these aspirations mated with the pleasure
loving habits of his mother and how impossible it would be for him to
realize his dreams, so long as his purse remained the joint source of
supply.
To many a young man the outlook would have been deeply
discouraging. To him it was a means of developing the endurance
and the strength of will which were among his distinguishing
characteristics.
Nature had fashioned Elliott Harding when in one of her kindly
moods. She had endowed him with many gifts; good birth, sound
health of body and mind, industry, resolution and ambition. Besides
possessing these goodly qualifications, he stood six feet in height,
and in breadth of shoulder, depth of chest, sturdiness of legs and
arms, he had few superiors. There was, too, a nobility of proportion
in his forehead that indicated high breeding and broad intellectuality,
and his face was full of force and refinement. His steel blue eyes
gleamed with a superb self-confidence.
By profession, Elliott Harding was a lawyer; by instinct, a writer.
He practiced law for gain. He wrote because it was his ruling
passion. He was a man who had been early taught to have faith in
his own destiny and to consider himself an agent called by God to do
a great work. When he came to his southern home he came with a
purpose—a purpose which he determined to carry out quietly but
with mighty earnestness. When he first arrived in the town he was
content to rest unheralded, and his presence was not understood by
the villagers. Nearly every morning now, he could be seen from the
opposite window of the college to enter the old abandoned house
and sit for hours near the door, his head bowed, his fingers busy with
note-book and pencil.
For some weeks this proceeding had continued with little
variation. People noted it with diverse conjectures. Old men and
women feared lest this man, whoever he might be,—a real estate
agent perhaps—would bring about the restoration and sale of the old
Harding home. These old-time friends, who had known and loved the
father, Richard Harding, through youth and manhood, now rebelled
against the possible disregard of his last request, which had become
a heritage of the locality. With anxiety they watched the maneuvers
of this mysterious individual and drearily wondered what would result
from his stay.
To young Harding the anxiety he had caused was unknown.
Absorbed in his own affairs, he was too much occupied to think of
the impression he was creating. His whole thought was given to
gleaning the knowledge he required for the writing of the book by
which he hoped to permanently mould southern opinion in conformity
with his own against what he believed to be the shame of his native
land.
It was an evening in the third month of his residence in
Georgetown. Elliott Harding paused in his walk along the street not
quite decided which way to go.
“She writes me she has drawn a ten-day draft for twenty-two
hundred dollars,” he said to himself. “How on earth can I meet it?
What shall I do about it? Let me think it out.” And checking his steps,
which had begun to tend towards the college, where a reception to
which he had been invited was being held, he took a turn or two in
the already darkening street, and then started back to his rooms. In
his mind, step by step, he traced out the possible consequences of
action in the matter, but long consideration only confirmed his first
impression that it was too late now to change the course of affairs so
long existing.
“But how am I to meet this last demand?” he questioned. “There
is but one way open to me,” he finally thought. “The old home must
go.”
He nervously walked on, repeating to himself, “Mother! mother! I
could never do this for anyone but you.”
With the memory of his beloved father so strong within him, it
was difficult to bring himself to face the inevitable with composure.
The turbulent working of his heart contended against the resignation
of his brain, and, when for a moment he felt resigned, then the
memory of his dead father’s wish would rise up and protest, and the
battle would have to be fought over again.
But what he considered to be duty to the living triumphed over
what he held as loyalty to the dead, so the next time he went to the
old homestead, “For Sale” glared coldly and, he even imagined,
reproachfully at him. It was then that Elliott realized the immensity of
his sacrifice and bowed his head in silent sorrow.

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Ecology and Sustainability

6 The Human Population and Urbanization 106

Sustaining Resources and Environmental Quality

16 Solid and Hazardous Waste 448

Preface xv Tying It All Together The Hubbard Brook

Learning Skills xxiv Critical Thinking 41

Doing Environmental Science 42

Core Case Study Learning from the Earth 4

1.3 What Causes ­Environmental Problems? 14 3.1 H

Chapter Review 22 3.3 What Happens to Energy in an Ecosystem? 53

Science Focus 3.2 Water’s Unique Properties 57

Science Focus 3.3 Planetary Boundaries 63

Key Questions 27 Chapter Review 64

Core Case Study How Do Scientists Learn about Critical Thinking 65

Core Case Study Why Are Amphibians Vanishing? 70

Individuals Matter 4.1 Edward O. Wilson: A Champion

CASE STUDY The American Alligator—A Keystone Species

CASE STUDY Sharks as Keystone Species 76

4.3 How Does the Earth’s Life Change Over Time? 77

Science Focus 4.2 Causes of Amphibian Declines 78

4.4 What Factors Affect Biodiversity? 80

Science Focus 4.3 Geological Processes Affect

CASE STUDY The Threatened Monarch Butterfly 83

Tying It All Together Amphibians and

Doing Environmental Science 86

Global Environment Watch Exercise 87

5 Species Interactions, Ecological Succession,

Core Case Study The Southern Sea Otter:

Science Focus 5.1 Threats to Kelp Forests 92

5.2 How Do Communities and Ecosystems Respond to

Science Focus 5.2 The Future of California’s

Tying It All Together Southern Sea Otters

Chapter Review 102

Critical Thinking 103

Global Environment Watch Exercise 104

Data Analysis 105

6 The Human Population and Urbanization 106

Key Questions 107

Core Case Study Planet Earth: Population

6.1 How Many People Can the Earth Support? 109

CASE STUDY The U.S. Population—Third Largest

6.4 How Can We Slow Human Population Growth? 115

CASE STUDY Population Growth in India 116

CASE STUDY Slowing Population Growth in China 118

CASE STUDY Mexico City 124

Tying It All Together Population Growth,

Chapter Review 130

Critical Thinking 131

Doing Environmental Science 132

Global Environment Watch Exercise 132

Data Analysis 133

Science Focus 7.2 Staying Alive in the Desert 144

and Sustainability 163

Science Focus 8.1 Estimating Extinction Rates 170

CASE STUDY Upsetting Marine Ecosystems: ­Jellyfish Chapter Review 256

1.3 What Causes Environmental Problems? 14 3.1 H

5.2 How Do Communities and Ecosystems Respond to

6.1 How Many People Can the Earth Support? 109

6.4 How Can We Slow Human Population Growth? 115

CASE STUDY Upsetting Marine Ecosystems: Jellyfish Chapter Review 256

14.1 What Major Health Hazards Do We Face? 379