Guided Tour Objectives clearly identify the knowledge and skills to be obtained when the chapter is completed. 238 Copyright Goodheart-Willcox Co., Inc. CHAPTER 9 Technology and the Environment Key Terms Objectives After reading this chapter, you will be able to: • Describe the major causes of air pollution. • Describe the effects of air pollution on the planet. • Discuss ways technology can be used to reduce air pollution. • Describe sources of water pollution. • Discuss the effects of pollution on water. • Discuss ways to reverse the damage to fresh water caused by pollution. • Describe the sources of marine pollution. • Explain ways in which technology can be used to restore the health of the oceans. • Discuss the causes of land and soil pollution. • Discuss the effects of land and soil pollution. • Discuss ways in which technology can be used to restore the health of land and soil. • List actions individuals can take to enact the three Rs. acid rain atmospheric deposition biodegradable brackish water carbon footprint climate change effluent fallout global warming greenhouse effect greenhouse gas gyres land pollution landfill land reclamation low-carbon economy microplastic nonpoint source pollution organic waste ozone pathogen point source pollution sewage smog soil pollution wastewater xeriscaping zero waste 239 Copyright Goodheart-Willcox Co., Inc. Better by DesignDesign Better by Check Your Engineering IQ Before you read this chapter, assess your current understanding of the chapter content by taking the chapter pretest. www.g-wlearning.com/technologyeducation/ Vestergaard-Frandsen “We must use our innovative skills to save the lives of millions of people who are dying needlessly.” —Mikkel Vestergaard Frandsen While studying this chapter, look for the activity icon to: • Assess your knowledge with self-check pretest and posttests. • Practice technical terms with e-flash cards, matching activities, and vocabulary games. • Reinforce what you learn by submitting end-of-chapter questions. www.g-wlearning.com/technologyeducation/ Essential Question What are some local environmental concerns and how might they be addressed? Mikkel Vestergaard Frandsen and the LifeStraw® Safe drinking water is hard to find in many developing nations. Many people in undeveloped areas suffer from diseases spread by drinking polluted water, and many of them even die. Mikkel Vestergaard Frandsen developed a straw called LifeStraw® Personal that makes polluted water safe to drink. Contaminated water is drawn in through the lower end. The straw kills 99.999% of waterborne bacteria and viruses. When the water reaches the person’s mouth, it is safe to drink. The filters in the straw can process about 185 gallons (700 liters) of water. This is enough to provide drinking water for one person for about a year. It is inexpensive, light, and portable and can be carried on a string around the neck. This makes it perfect for people in developing countries who need a reliable source of drinking water. Vestergaard-Frandsen The LifeStraw Personal contains filters that make polluted water safe to drink. Vestergaard-Frandsen LifeStraw Personal does not require batteries and can be used anywhere. Key Terms list the key terms to be learned in the chapter. Essential Question prompts students to explore ideas and concepts related to the chapter topic. Better by Design highlights designers who have made a difference in the area of technology explored in the chapter. 80 Technology: Engineering Our World Copyright Goodheart-Willcox Co., Inc. Stage 2: Conducting Research to Collect Relevant Information and Ideas Having written a design brief and a performance specifi cation, the designer must now collect specifi c information and ideas that will help develop a solution (Figure 4-17). Collecting this information is known as research. Research is the systematic and purposeful collection of information and data about a topic being studied. Manufacturing and mass production Convergent thinking Divergent thinking Divergent thinking Starting Point Identifying and describing a user need Conducting research to collect relevant information and ideas Generating, developing, and refining ideas Making a prototype Testing, refining, and evaluating a prototype Goodheart-Willcox Publisher Figure 4-17. Stage 2 of designing. STEM Link Link Identifying Reliable Research Technology Before accepting and using new information to make decisions at school and at work, it is important to determine the reliability and validity of research sources. To determine the reliability of print or Internet research sources, ask the following questions: • Information: Is the information what you need? What is the date of the information (is it current)? Can you document the accuracy of the information from other reliable sources (educational institutions, professional and trade organizations, government)? Is the information from a popular source (magazine, newspaper, Internet) or scholarly source (academic institution, trade journal, professional organization journal)? Is the information researched well? Are assumptions and conclusions supported with evidence? Is the information authoritative? Does the information carry endorsements from an educational institution or professional organization? • Author: Who is the author and what are his/her credentials (degree, work experience, previous writings)? What are the author’s qualifications and affiliations? What is the author’s intent for the research (inform, instruct, persuade, entertain, sell)? • Bias/Objectivity: Does the research address other points of view? Is any important information omitted? Is the writing style emotional or does it promote a certain viewpoint? Is the article or publication sponsored or endorsed by a political entity or special interest group? Is the author’s bias obvious? • Publisher: Is the publisher known as an educational, commercial, or trade publisher of quality or scholarly materials? What can you find out about the publisher from its website? What instructions does the publisher give potential authors for submitting book proposals and manuscript? • Quality: Is the information presented in a logical sequence or structure? Can you clearly identify key points? Do the key points support a main idea? Is the text easy to read and does it flow well? Does the text use good grammar and correct spelling and punctuation? G-W Learning Companion Website Activity Icon identifies related content available on the G-W Learning companion website. 80 CConvergentonv e thinthinking k Fig STEM S Id m m to o so o re e 564 Technology: Engineering Our World Copyright Goodheart-Willcox Co., Inc. Farming methods are constantly evolving, as are the demands of consumers. If customers are concerned about raising cattle using antibiotics and steroids, or they prefer chicken to beef, farmers must adjust production. Farmers may also need to be sensitive to the amount of resources used to grow and deliver crops. Vast amounts of land, fuel, and water are devoted to animal production. Forty percent of the world’s land surface is used to grow food. Threequarters of this land is used to raise animals that humans will eat. Methods exist to reduce the amount of water and energy used. Subsurface drip irrigation applies water directly to the root zone, minimizing the amount of water lost to evaporation and runoff. No-till farming (reducing or eliminating the number of times soil tilled) is one of the best way to reduce energy consumption. Processing and Preserving Foodpreserved, The foods we eat may be natural, processed, or a combination of these three. Natural foods include the corn, tomatoes, and peppers that you might buy directly from a farmer’s market. Most foods bought in a supermarket have undergone food processing that will have altered the food’s natural coating, shape, size, or form. Pause for Thought How do farmers use technology to increase food production? STEM STEM Link Link Food and Calories You may have heard the old saying, “You are what you eat.” This is true in many ways. If you eat foods that are good for you and maintain a balanced diet, you will feel better than if you routinely eat junk food. If you eat too much or fail to get enough exercise, you will gain weight. If you do not eat enough to supply your daily needs, you will lose weight. Balancing the calories you eat with your level of physical activity can help you maintain a desirable weight. The United States Department of Agriculture (USDA) has created a tool you can use to find out what foods are best for your health and how much of each food you should eat. You can find this tool on the USDA website. You can find the number of calories almost any food using several sites on the Internet.in Math Activity In this activity, find out if your diet is appropriate for your needs. Follow these steps: 1. Determine the number of calories you need every day. Use the Internet to find an online calculator and then determine how many calories you need based on your age, weight, and activity level. 2. Keep a record of the foods you eat in one day. 3. Find the number of calories for each portion of food you eat. One way to do this is to refer to the nutritional facts listed on the packages of the food you eat. Another method is to search the Internet. For example, websites for most fast food restaurants now list the calories in their foods. You can also go to one of the many websites that supply calorie values. Add up the number of calories you consumed in one day to find your total calorie intake. 4. Compare the number of calories you ate with the result you calculated in Step 1. If there is a big difference between your ideal calorie needs and the amount you consume, make a plan to change your eating or exercise habits. 5. Review the recommended amount of each food group you should eat daily. Compare this with the list of foods you ate in one day. How healthy is your diet? How can you improve it? 6. Plan an entire week of healthy meals that meet your calorie requirements. Show the number of calories in each food you choose, and add the calories for each day to make sure you are choosing the correct number of calories. Math Illustrations have been designed to clearly and simply communicate the specific topic. Key Terms appear in bold italics where they are defined. STEM Links provide information on topics relevant to chapter materials that connects the content to science, technology, engineering, or math. Pause for Thought raises potential exploration and discussion points related to chapter content.