APES Course Goals:
Sept
*Environmental
Literacy
*Prepare for AP test
*Build skills for college
A conceptual formula for analyzing
environmental problems and solutions
Impact = Environmental Footprint



Resources
consumed
Wastes generated
Energy used
Hungry Planet



Peter Menzel (2005)
How many people in the family?
Food types:



Fresh? Processed? Preserved? Variety?
What types of technologies were used
to produce these foods?
What are the chances these food items
were grown locally?
Reivis family, North Carolina
The Cavens, California
Luxemburg
Mexico: The Casales family of
Cuernavaca
India: The Patkars of Ujjain
Bhutan: The Namgay family of
Shingkhey Village
Egypt: The Ahmed family of Cairo
Chad: The Aboubakar family of
Breidjing Camp
So which families have the biggest
footprint? The smallest?
More? Better?
P184 Deep Economy
How do Europeans view wealth and
community compared to Americans?
Using I=PAT for finding solutions

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The average tomato travels 1,500 miles
from field to table. A local tomato bought
at a farmer’s market might travel only 40
miles. A tomato grown in your back yard
may travel only 40 feet.
Kroger’s is NOT a local system – even if
you live next door to one 
Farmer’s markets: advantages to local
production?
Solar panels are mandatory on all
new buildings in Spain.
A solar powered airplane flew for the first
time on purely solar power in May 2010.
Designers plan to fly around the world in
such a plane in 2012.

New Yorkers,
possibly because
they tend to walk
rather than drive,
emit only 1/3 the
carbon per capita
than the average
American.

In the first 6
months of 2008,
sales of new small
cars were up 11%,
while sales of
SUV’s were down
14% and pickup
trucks were down
23%.
Objective update!

With neighbor and using a different
colored pen, add details to your
answer for Objective #2.
Easter Island

Compare your answers to Obj #1.
Review the story of Easter Island and be
able to summarize it for the class.
Don’t crowd
me dude!
Compare/Contrast

Easter Island

Planet Earth