Exam (elaborations)
GGH1503 EXAM PACK 2023
- Course
- GGH1503 (GGH1503)
- Institution
- University Of South Africa (Unisa)
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GGH1503 EXAM PACK2023
QUESTIONS AND ANSWERS
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, GGH1503/201
– World 2.2 1.8 -0.4
1 United States 9.8 4.7 -5.1
9 China 1.6 0.8 -0.8
10 India 0.8 0.4 -0.4
5/6 Russia 4.4 0.9 -3.5
5/6 Japan 4.4 0.7 -3.7
8 Brazil 2.1 9.9 7.8
4 Germany 4.5 1.7 -2.8
3 United Kingdom 5.6 1.6 -4.0
7 Mexico 2.6 1.7 -0.9
2 Canada 7.6 14.5 6.9
Which two countries have the largest ecological deficits?
United States and Japan
Which two countries have an ecological credit?
Brazil and Canada
Rank the countries in order from the largest to the smallest per capita footprint.
See the table above. Note that Russia and Japan have the same ecological footprint per
person.
The total environmental impact (total ecological footprint) depends on the number of people, the
average resource use per person, and the beneficial and harmful environmental effects of the
technologies used to provide and consume each unit of resource and to control or prevent the
resulting pollution and environmental degradation.
In general, developing countries have large populations that cause the degradation of
renewable resources as the poor struggle to stay alive. In such countries the per capita
resource use is low. In developed countries the population is not that large but high rates of per
capita resource use and accompanying pollution and environmental degradation are prevalent.
For instance, the average US citizen uses 100 times more resources than the average person
in the world’s poorest countries.
In conclusion, note that not all forms of technology are bad for the environment: some forms of
technology are environmentally harmful, but others are environmentally beneficial.
What is the “tragedy of the commons”?
For the answer to this question, refer to page 12 in Miller and Spoolman (2018).
Many common property and open-access renewable resources have been degraded. This
occurs because each user of a shared common resource or open-access resource thinks: “If I
don’t use this resource, someone else will. The little bit that I use or pollute is not enough to
matter; and, anyway, it’s a renewable resource.” When the number of users is small, this logic
works. Eventually, however, the cumulative effect of many people trying to exploit a shared
resource can exhaust or ruin it. Then no one can benefit from it. Such resource degradation
results from the push to satisfy the short-term needs of a growing number of people. It threatens
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,our ability to ensure the long-term economic and environmental sustainability of open-access
resources such as clean air or an open-ocean fishery.
According to environmentalists, what are the six basic causes of the environmental
problems we face?
For the answer to this question, refer to page 15 in Miller and Spoolman (2018).
According to Miller and Spoolman, the six basic causes of the environmental problems we face
are related to
(1) population growth
(2) wasteful and unsustainable resource use
(3) poverty
(4) omission of the harmful environmental and health costs of goods and services in market
prices
(5) increasing isolation from nature
(6) competing environmental worldviews
List the three important ideas that form the foundation of and list eight key components
or topics of environmental literacy. Also, list six questions that enable environmental
literacy.
For the answer to this question, refer to pages 688 and 689 in Miller and Spoolman (2018).
The three important ideas that form the foundation of environmental literacy are as follows:
(1) Natural capital matters because it supports the earth’s life and our economies.
(2) Our ecological footprints are immense and are expanding rapidly.
(3) We should not exceed the earth’s planetary boundaries or tipping points.
The key components or topics of environmental literacy are as follows (choose any eight):
(1) Basic concepts: sustainability, natural capital, exponential growth, carrying capacity
(2) Principles of sustainability
(3) Environmental history
(4) The two laws of thermodynamics and the law of conservation of matter
(5) Basic principles of ecology: food webs, nutrient cycling, biodiversity, ecological
succession
(6) Population dynamics
(7) Sustainable agriculture and forestry
(8) Soil conservation
(9) Sustainable water use
(10) Nonrenewable mineral resources
(11) Nonrenewable and renewable energy resources
(12) Climate disruption and ozone depletion
(13) Pollution prevention and waste reduction
(14) Environmentally sustainable economic and political systems
(15) Environmental worldviews and ethics
The six questions that enable an environmental literacy are the following:
1. How does life on earth sustain itself?
2. How am I connected to the earth and other living things?
3. Where do the things I consume come from and where do they go after I use them?
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, GGH1503/201
4. What is environmental wisdom?
5. What is my environmental worldview?
6. What is my environmental responsibility as a human being?
Study Unit 2 – Science, matter, energy and systems
What is a chemical formula?
For the answer to this question, refer to page 36 in Miller and Spoolman (2018).
A chemical formula is used to show the number and type of atom or ion in a compound. This
shorthand contains the symbol for each element present and uses subscripts to represent the
number of atoms and ions of each element in the compound’s basic structural unit.
What is a balanced chemical equation?
For the answer to this question, refer to page 39 in Miller and Spoolman (2018).
Chemical equations show how chemicals are rearranged in a chemical reaction and are used to
verify that no atoms are created or destroyed in a chemical reaction. The number of atoms on
one side of the equation must equal the number of atoms on the other side of the equation.
Distinguish between organic compounds and inorganic compounds, and give an
example of each type.
For the answer to this question, refer to page 37 in Miller and Spoolman (2018).
Organic compounds contain carbon atoms combined with one another and with various other
atoms. Examples are methane (CH4), DDT (an insecticide) and glucose.
Inorganic compounds do not have carbon-carbon or carbon-hydrogen covalent bonds.
Examples are water (H2O), nitrogen dioxide (NO2) and ammonia (NH3).
Distinguish between complex carbohydrates, proteins, nucleic acids and nucleotides.
For the answer to this question, refer to page 37 in Miller and Spoolman (2018).
Polymers are larger and more complex organic compounds that have molecular units which are
linked by chemical bonds. Three major types are complex carbohydrates, proteins and nucleic
acids.
Complex carbohydrates contain two or more monomers (basic structural/molecular units) of
simple sugars linked together.
Proteins are formed by linking the monomers of amino acids together.
Nucleic acids are made by linking sequences of monomers (called nucleotides) together.
Distinguish between genes, traits and chromosomes.
For the answer to this question, refer to page 38 in Miller and Spoolman (2018).
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