CHAPTER 1 SCIENCE AND ENVIRONMENT
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Planet Earth ‘s life support system consists of the communities of organisms that inhabit it, plus the energy from the
sun.
These organisms produce oxygen, transfer energy and recycle water and nutrient minerals with great efficiency.
However, none of these ecological processes would be possible without the physical or abiotic (non-living)
environment of the Earth.
As the sun warms our planet, it powers the hydrologic cycle, drives ocean currents and the atmospheric circulation
pattern, and produces much of the climatic conditions to which organisms are adapted.
The sun supplies the energy organisms use to carry on the life process
DEFINITION OF TERMS
Terms
Definition
Ecology
 study of the interactions between
organisms and their environment
 Greek: oikos “household”; logos,
“knowledge”)
Ecosystem
 includes all organisms living in an area
(bacteria, plants, and animals) and the
physical environment (water, air, soil and
climate) with which these organisms
interact.
Environmental
 Is the study of the interactions among the
Science
physical, chemical and biological
components of the environment.
 primary deals on pollution and other
conditions and development as a result of
human activities and their impact on
biological diversity (biodiversity) and
sustainability. It covers development
issues concerning climate change,
biodiversity, conservation and
desertification, use of energy resources,
waste management, pollution and
sustainable development
Environmental
Education (EE)
Other info
 The environment includes physical and biological conditions under
which an organism lives while relationships involved the interaction
with the physical world as well as the interrelationships with the
number of the species and the individual of the same species.
 Individual organisms interact with each other and with their
environment or habitat in a series of relationships that depends on
the flow of energy and nutrient through the system.
It is interdisciplinary science overlapping the areas in:
a) Natural Sciences
-biology, chemistry, earth science, physics, medicine, geology,
climatology, hydrology and ecology.
b) Social Sciences
-economics, political science, sociology, history, anthropology,
geography and ethics
c) Other Sciences
-mathematics, statistics, technology, business and
management, law, religion, morality and aesthetics.
Environmental Science has its root in natural history, the study of where
and how organisms carry out their life cycles; and ecology of
environmental factors and how organisms interact with them.
Goals of Environmental Science
1. To develop a sustainable world, a world in which the supply of food, water, building materials, clean air, and
other resources can sustain human populations to continue to exist indefinitely with high standard of living and
health.
2. To study environmental problems and issues, and priorities regarding acceptable environmental preservation of
natural species and habitats, freedom of nations to do as they please, within their own potential boundaries,
and issues on the quality of life, fairness and ethics.
Due to the loss of our vital support systems (natural resources), the
 the process by which people develop
United Nations Conference on Environment and Development
awareness, knowledge, and concern of the
(UNCED) was held on June 3 to 14, 1992 in Rio de Janiero, Brazil and
environment.
the Global Forum in 1994 and warned that unless there were changes
 It involves the acquisition of skills,
in the ways in which development pursuits proceeded, there would be a
motivations and commitments to work
very significant increase of human deprivation and suffering and
towards solving current environmental
environmental damage.
problems and preventing new problems
from cropping up
THE ROLE OF ENVIRONMENTAL EDUCATION
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In the Philippines, the environmental disturbances are
experienced air pollutants in the form of gases and chemicals
enter the atmosphere and threatened human health.
Toxic wastes and industrial effluents flow and contaminate
rivers and shorelines.
Illegal fishing using chemicals significantly damage our coral
reefs.
Non-biodegradable materials clogging esteros, canals and
other waterways causing severe floods in rural and urban
areas.
Contamination of oceans due to frequent oil spills is evident.
The demand for food, water, energy, housing, transport and
other basic necessities continue to escalate.
These environmental problems created urgent demands and
challenges to the education sector in the country and the
whole world.
One strategic approach to address these demands and
challenges is to incorporate social and environmental issues,
concerns and awareness into the curricula in the primary,
secondary and collegiate levels in the educational program of
the government.
There is a timely appeal of environmentalists to the
Department of Education to incorporate the “Zero waste”
approach in dealing with the day to-day activities of every
Filipino in the curricula and extra-curricular activities in the
three levels of education in the country.
The schools provide the bet venue and training ground to
introduce, support, and promote ecological awareness,
action and commitment among students.
ENVIRONMENTAL EDUCATION AND ITS GOALS
1. Society prepares its citizens to carry out their responsibilities
through its system of education.
a)
Education must develop in each citizen an awareness
of, and a sensitivity to the environment and its
problems.
b)
Education must teach each citizen the knowledge,
understanding and skills needed to solve problems.
c)
Education must foster positive attitudes and patterns
of conduct toward the environment.
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Environmental education must consider all aspects of the
environment – natural and man-made, technological, social,
economic, political, cultural, aesthetic and knowledge.
E.E. must emphasize an enduring continuity, linking actions
of today to the consequences for tomorrow and the need to
think globally.
E.E. must aid young citizens in developing a sense of
responsibility and commitment to the future, and prepare
them to carry out the role of safeguarding and improving the
environment upon which al life depends.
Real environmental education is far different. It teaches
students critical thinking and informs them of environmental
science as it really is; an ongoing search for truth.
In sum, environmental education is a valuable part of
science instruction, that molds students into smug crusaders
whose initial foundation of knowledge is shaky at best.
TWO WORLD VIEWS
CORNUCOPIANISM
 The dominant world view
by Western Civilization
throughout most of history.
 All parts of environment
are natural resources to be
exploited for the advantage
of humans
 It assumes that resources
are infinite.
 Pollution is a sign of
progress
 Without exploitation of
resources, men would still
be living a primitive life
ENVIRONMENTALISM
 Natural resources are
products of the natural
environment.
 Resources will be limited by
the regenerate capacities
of the natural environment
and that these limited
resources will be available
if the natural environment
is protected, maintained,
and sustained.
 Continuing the trend of
increasing exploitation is
sustainable only if we do it
with limitations
SEVEN ENVIRONMENTAL PRINCIPLES
1. Nature Knows Best
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In the environment, there are processes or cycles that
maintained ecological balance. Any disruption in these
processes affects the environment.
a) Cyclic flow of materials or nutrients in the
ecosystem.
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In nature, nutrient pass from the environment
to organism and back to the environment.
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Ex. Our atmosphere is 78% nitrogen but this
cannot be directly assimilated by plants. It has
to be converted by plants and used to form
plant proteins. When a plant is eaten by an
animal, the plant protein is utilized to form
animal protein. When the plant and the animal
die, the proteins are acted upon by
decomposers releasing the nutrients back into
the environment to be reused again.
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Burning of farm wastes instead of allowing
them to decompose naturally disrupt the cycle.
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When farm waste is burned, organic
compounds are released into the atmosphere
thus, decomposers will not be able to break
down immediately resulting in delay in the
return of nutrients in the environment.
b) Interaction within the food web.
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This will cause the prey population to increase
causing imbalance in the food web.
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Ex. Excessive deforestation in Mindanao
caused by moving away of owls and snakes that
prey on rats. This brought an increase in the rat
population that destroyed the crops in the
farms.
2. All Forms of Life are Important
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Biological diversity refers to the variety of species in a given
community (Species diversity/ Number of species, Genetic
diversity/ Variety of genes in the gene pool, & Community
diversity/ Number communities in a given area)
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At the human lever, biological diversity also means cultural
diversity- human vary in religion, political beliefs, tradition,
language, etc.
Disruption of these functions may lead to instability or
imbalance. Each individual is a part of the food chain, and the
removal of one will upset eating patterns and may cause the
extinction of other organisms which feed on it.
3. Everything is Related to Everything Else
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This principle is best exemplified by the concept of
ecosystem.
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Ecosystem
unit of the biosphere in which living and non-living
things interact.
This definition shows that living and non-living
things are interconnected.
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Industrialization
is one process that bring pollution that may affect
one’s heath.
Vehicle gas emissions and combustions of fossil
fuels for industrial processing power plant and
factories cause air pollution that increase the
incidence of respiratory illness. Households also
release raw sewage into bodies of water that
pollute the water causing any aquatic organisms to
die and causing chronic health problems for
people. Conversion of agricultural lands to
subdivisions results in reduction in hectarage for
food production which results to lower volume or
quantity of crop harvest. Also, agricultural land
converted to urban and industrial uses account for
the growing loss of country’s best soil.
4. Changes
Types of Natural Change
a) Linear Change (physical and biological evolution)
Since the Earth began, is has been undergoing
change. From a ball of a dust and gas to its present
state with a distinct lithosphere, hydrosphere, from
the soupy oceanic bowl of quasi-life molecules to
the exuberant diversity that now inhabits the
Erath.
b) Cyclic Change.
The movement of the Earth as an astronomical
body results in the occurrence of the seasons, and
the days and nights. With this rhythm also occurs
rhythms in plants and animal life.
c) Random Change
The catastrophic forces like volcanic eruption,
earthquakes, tsunami, and typhoons.
Human activities have impacted on natural system in several ways.
a) Change can be accelerated
as in siltation of lakes due to rapid soil erosion,
eroding of metals because of air pollution and
development of cancer cells because of modern
chemicals.
b) Change can be inhibited
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c)
the non-complete development of fetuses because
of radiation of bird’s egg’s because of DDT in the
food chain.
Change that is totally different from nature’s cycle can also
be introduced
such as non-systems like urban communities.
Changes that brings about by Human Activities
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One big change is the population explosion that have been
brought about by modern medicine resulting in increased life
expectancy and decreased mortality.
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Another important change in lifestyle has been made
possible by new resource consuming technology and is
accompanied by materialistic values.
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These cultural changes have caused significant changes in the
natural world such as the destruction of forest, coral reefs
and other ecosystems, loss of biodiversity, leveling of
mountains due to quarrying, and poisoning of the seas by
toxic waste an oil spill.
5. Everything Must go Somewhere
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It is important that everyone becomes aware of the different
types of waste whether they are biodegradable or nonbiodegradable, whether they are hazardous or not.
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Classification of waste facilities their proper disposal and
minimizes if not prevents the entry of toxic waste into the
vital ecosystems and ensures reconversion into useful forms.
6. Finiteness of Resources
The finiteness of resources can be seen in the following ways:
a) Limits to the Earth’s carrying capacity
The amount of life the Earth can support)
An environmental issue brought about by
exceeding the threshold level of an ecosystem is
extinction.
b) Limits of the Earth’s absorptive capacity
The ability to assimilate its waste products
A growing population loads to an increasing
generation of waste. This is giving more stress on
our ecosystems and making them polluted.
c) Limits to the Earth’s supply
Resources like water are considered renewable but
there is still a limit of what it can provide to human
living. They are even threatened by pollution,
erosion, and over-use.
Trees and other plants are renewable resources
but are being cut at a rate faster than they can
replace them.
The Earth’s supply minerals which are nonrenewable present to us very clearly that the
Earth’s supply of resources has limits.
d) Limits to economic value
Some of the things we buy in the market used to
be free. Now because of scarcity of food source,
they are being sold even air which is still unlimited
supply becomes a commodity. One has to spend
money to go to a place to breath fresh air. Nations
must choose how they are willing to pay to keep
the air clean
e)
f)
Limits overtime
we decide whether to use a resource today or in
future
ex, once oil is pumped from the ground and burned
as fuel or source of energy it is gone forever. A tree
when cut down today cannot be logged in the
future, although a sapling can be planted to replace
the tree. But at the rate some people are cutting
trees in our Philippine forest, they will be gone in
30-35 years. The world’s supply of oil is projected
to last for 50 years.
Limits to the distribution of resources
The Earth’s resources are like a pie. Nations and
individuals partake a slice of it. But who consumes
most of the resources? The developing world has ¾
of the world’s population but shares in 1/10 of the
resource pie. There is a highly unequal distribution
of the Erath’s wealth. Industrialized nations have
consumed most of their source of raw materials.
When supply becomes acute or gone, they crossed
oceans and mountains and overcame natural
barriers to conquer the world.
7. Nature is Beautiful and We are Stewards of God’s Creation
- Humans are the only ones made in God’s image and have been
given the right to have dominion over all his creations.
- Being the most intelligent and gifted with reasons, humans are
capable of manipulating creation to their own advantage. Yet,
creation exists not to be ravaged or abused but to be taken
care of. Humans cannot exist without nature. They are conatural with the environment they live in.