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Population Growth, Energy Use, and Pollution: Understanding the Driving Forces of Global Change

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Population Growth, Energy Use, and Pollution: Understanding the Driving Forces of Global Change DOCUMENT RESUME ED 445 953 SO 031 091 AUTHOR Kuby, Michael TITLE Population Growth, Energy Use, and Pollution: Understanding the Driving Forces of Global Change. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change. INSTITUTION Association of American Geographers, Washington, DC. SPONS AGENCY National Science Foundation, Arlington, VA. ISBN ISBN-0-89291-235-9 PUB DATE 1996-00-00 NOTE 281p.; Module developed for the AAG/CCG2 Project "Developing Active Learning Modules on the Human Dimensions of Global Change." For related items, see SO 031 087, SO 031 089-094, and SO 031 096. CONTRACT DUE-9354651 AVAILABLE FROM Association of American Geographers, 1710 Sixteenth Street NW, Washington, DC 20009-3198; Tel: 202-234-1450; Fax: 202-234-2744; E-mail: [email protected]; Web site: http://www.aag.org/. PUB TYPE Guides - Classroom Teacher (052) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS *Critical Thinking; Demography; Ecology; Economics; *Energy; *Environment; *Global Approach; Higher Education; *Pollution; *Population Growth; Thinking Skills; Undergraduate Students; Undergraduate Study ABSTRACT Since the beginning of the scientific revolution in the 1700s, the absolute scale of the human economy has increased many times over, and, with it, the impact on the natural environment. This learning module's activities introduce the student to linkages among population growth, energy use, level of economic and technological development and their combined impacts on the environment. The module aims to actively engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. It is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. Following a guide and a summary, the module is divided into the thematically coherent units:(1) "Human Driving Forces of Global Change Background Information"; (2) "Population Growth Background Information"; (3) "Energy Use Background Information"; and (4)"Total Pollution Output from the Human Economy into the Environment Background Information." Appendixes list teaching aids, textbooks, data sources, videos and computer support, selected Internet sites, references on related subject matter, and suggested readings. Contains 8 tables, 24 figures, a list of acronyms, a glossary, supporting materials, and 66 references. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. Population Growth, 0 Energy Use, and Pollution: Understanding the Driving Forces of Global Change U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as O received from the person or organization originating it. IJ Minor changes have been made to /-4 improve reproduction quality. cr) TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent O official OERI position or policy. O CI) An Active Learning Module on the Human Dimensions of Global Change 2 BESICOPIAVAILABLE 00DS DEVELOPING ACTIVE LEARNING MODULES ON THE HUMAN DIMENSIONS OF GLOBAL CHANGE Population Growth, Energy Use, and Pollution: Understanding the Driving Forces of Global Change Module developed for the AAG/CCG2 Project "Developing Active Learning Modules on the Human Dimensions of Global Change" by Michael Kuby Department of Geography Arizona State University Tempe, Arizona Significant revisions contributed by CCG2 Summer 1995 Workshop participants Sarah Bednarz (Texas A&M University), Lorraine Dow ler (Syracuse University), Robert Ford (Westminster College, Salt Lake City), Katie Hirschboeck (University of Arizona), Cary Komoto (University of Wisconsin Center, Barron County), Darrell Norris (SUNY- Geneseo), Lydia Savage (Clark University), Frances Slater (University of London), and Roberta Smilnak (Metropolitan State College, Denver), and by Susanne Moser (Clark University) and Jeremy Holman (Clark University), project staff Developing Active Learning Modules on the Human Dimensions of Global Change "Population Growth, Energy Use, and Pollution: Understanding the Driving Forces of Global Change" ISBN: 0-89291-235-9 © 1996 by the Association of American Geographers 1710 Sixteenth Street NW Washington, DC 20009-3198 Phone: (202) 234-1450 Fax: (202) 234-2744 Internet: [email protected] All materials included in this module may be copied and distributedto students currently enrolled in any course in which this module is being used. Project director, Susan Hanson, Clark University, acknowledges thesupport of the National Science Foundation (NSF) to the Association of American Geographers (AAG) (GrantNo. DUE-9354651) for the development of these teaching materials. Administrativesupport is provided through the AAG's Second Commissionon College Geography (CCG2) and the AAG's Educational Affairs Director, Osa Brand, and her staff. General projectsupport is provided by Clark University, Worcester, Massachusetts which also hosteda workshop to develop the modules further. The hard work of the conference participants evident in these materials is greatly appreciated. Kay Hartnett, Clark University,gave most generous and proficient graphic design advice. Module authors, co-authors, and other contributorsare solely responsible for the opinions, findings, and conclusions stated in this module which donot necessarily reflect the views of the NSF or AAG. This module is printed on recycled paper. Please recycle what you don't use. Editor's Note A major goal of this project, "Developing Active Learning Modules on the Human Dimensions of Global Change," is to disseminate instructional materials that actively engage students in problem solving, challenge them to think critically, invite students to participate in the process of scientific inquiry, and involve them in cooperative learning. The materials are appropriate for use in any introductory and intermediate undergraduate course that focuses on human-environment relationships. We have designed this module so that instructors can adapt it to a wide range of student abilities and institutional settings. Because the module includes more student activities and more suggested readings than most instructors will have time to cover in their courses, instructors will need to select those readings and activities best suited to the local teaching conditions. Many people in addition to the principle author have contributed to the development of this module. In addition to the project staff at Clark University, the participants in the 1995 summer workshop helped to make these materials accessible to students and faculty in a variety of settings. Their important contributions are recognized on the title page. This module is the result of a truly collaborative process, one that we hope will enable the widespread use of these materials in diverse undergraduate classrooms. We have already incorporated the feedback we have received from the instructors and students who have used this module, and we intend to continue revising and updating the materials. I invite you to become part of this collaborative venture by sending your comments, reactions, and suggested revisions to us at Clark. To communicate with other instructors using hands-on modules, we invite you to join the Hands-on listserve we have established. We look forward to hearing from you and hope that you will enjoy using this module. Susan Hanson Project Director School of Geography Clark University 950 Main St. Worcester, MA 01610-1477 [email protected] Table of Contents Page Editor's Note List of Tables List of Figures List of Acronyms vi A Guide to This Module vii Summary 1 Module Overview 3 Human Driving Forces of Global Change--Background Information 4 Introduction to Global Change 4 Introduction to Global Perspectives in Environmental Studies 6 Background to the Population-Environment Debate 10 The Role of Population in Environmental Change: A Survey of Perspectives 12 The Optimistic/Individualistic Perspective 13 The Pessimistic/Individualistic Perspective 15 The Pessimistic/Collectivist Perspective 16 The Optimistic/Collectivist Perspective 17 An Alternative Classification of Perspectives 18 The Direct/Linear Perspective 18 The Multiplicative and Synergistic Perspective 20 The Mediating Approach 20 So What? 21 Instructor's Guide to Activities 23 Student Worksheets 31 Answers to Activities 35 Population Growth--Background Information 37 Basic Population Geography Concepts and Skills 37 .5.7 Billion People 37 Exponential Growth of Population 37 The Demographic Transition Theory 38 The Hidden Momentum of Population 40 iii 6 Population Density 41 And What Again Does Population Haveto Do With Energy? 42 Instructor's Guide to Activities 44 Student Worksheets 54 Answers to Activities 89 Energy Use--Background Information 102 Introduction 102 Supply Issues vs. Demand Issues 102 Trends in Energy Consumption 103 Closing the Circle 107 Instructor's Guide to Activities 109 Student Worksheets 121 Answers to Activities 141 Total Pollution Output from the HumanEconomy into the Environment--Background Information 151 Controversial Viewpoints Once Again: SomeBackground to the Readings 151 Conclusion 154 Instructor's Guide to Activities 155 Student Worksheets 165 Answers to Activities 173 Glossary 177 References 184 Supporting Materials 191 Appendices 231 A: Teaching Aids, Additional
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