HNRS 228 Section 002 Energy and the Environment Laboratory Exercise #9 The Kaho olawe Surveyor

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1 Names of Students in Group: 1 HNRS 228 Section 002 Energy and the Environment Laboratory Exercise #9 The Kaho olawe Surveyor In 1994, Dr. Harold Geller was working with a university consortium called CIESIN (Consortium for the International Earth Science Information Networks) under a research grant from the Office of Naval Research. One portion of this grant dealt with the Hawaiian island known as Kaho olawe. The island of Kaho olawe was used as a target for gunnery and bombing practice by the Armed Forces of the United States for many years. While the US Navy maintained responsibility for its cleanup, in 1994 it was officially returned to the stewardship of the state of Hawaii. How the cleanup and the management of Kaho olawe were handled in the next few years had a lasting impact on Hawaii and its people. People everywhere can learn how human activities may affect the environment and how the deleterious effects of some of these may be better understood, and in some cases reversed, using geographic data and information. Dr. Geller was the Principal Investigator for the work completed using a geographic information system (GIS) using the data and information acquired by a team of scientists including geologists, biologists, anthropologists, hydrologists and archeologists. Working with a team of high school teachers (led by Dr. Farzad Mahootian) Dr. Geller led the effort to develop a CD-ROM for educational purposes using some of the very GIS data acquired. Sue Sarber developed the basis for the role-playing scenario you are about to embark upon. You will be using that CD-ROM in your role-playing, in an attempt to get you thinking how to utilize such data and information for planning for the future use of the island. The two main questions that all participants are to keep in mind are: (1) how was the island affected by the gunnery and bombing practices of the Armed Forces of the United States; and, (2) how can Kaho olawe be restored for utilization by the Hawaiian people? Individual role players will have their own questions to address. The first task is to assign roles to each of the lab partners. The roles are biologist, geologist, anthropologist, and watershed expert. Each role player must answer their specified questions in the pages at the end of the lab.

2 Names of Students in Group: 2 Biologist The bombing has ended and slowly the island is recovering its vegetative cover. As an expert on the indigenous flora (plants) and fauna (animals) of the Hawaiian Islands, your concern is restoring and maintaining the ecological balance of the island and the efforts that will speed up the process of re-vegetation. Resources Available to you: CD-ROM, Internet Sites Areas to look at in Kaho'olawe Surveyor and related readings: Natural Factors: Flora and Fauna Streams (+roads/trails, +erosion, +flora/fauna) Contour 50m Erosion (+streams/roads/trails, +flora/fauna, +50m contour) Hardpan (1931, 1954, 1978, 1992) Human Factors: Development Roads and Trails (+archeosites, + development, +50m contours, +erosion) Danger Areas (+Archeosites, +development) Acheosites (+roads/trails)

3 Names of Students in Group: 3 Geologist Shortly after the turn of the century, this island plateau had eroded to hardpan, a condition whereby soil is impervious to water. As an expert on the hardpan and contour of Kaho olawe you are concerned with locating stable environments for the support of new roads, trails, and buildings. Check the contour maps to assist in identifying appropriate areas to develop and keep in mind the slope of the area while checking the topography of the island. Resources Available to you: CD-ROM, Internet Sites Areas to look at in Kaho'olawe Surveyor and related readings: Natural Factors: Flora and Fauna Streams (+roads/trails, +erosion, +flora/fauna) Contour 50m Erosion (+streams/roads/trails, +flora/fauna, +50m contour) Hardpan (1931, 1954, 1978, 1992) Human Factors: Development Roads and Trails (+archeosites, + development, +50m contours, +erosion) Danger Areas (+Archeosites, +development) Archeosites (+roads/trails)

4 Names of Students in Group: 4 Watershed Expert Restoring and maintaining the ecological balance of the island is your main concern. As the expert on watersheds, the area which supplies water to streams and tributaries, you will use the contour maps to identify water resources as well as possible water hazards to the new inhabitants. Make certain that the land is not exploited and that soil erosion is minimized. Are there too many roads? Are there too few roads? For safety concerns, be aware of the unexploded munitions on Kaho olawe. Resources Available to you: CD-ROM, Internet Sites Areas to look at in Kaho'olawe Surveyor and related readings: Natural Factors: Flora and Fauna Streams (+roads/trails, +erosion, +flora/fauna) Contour 50m Erosion (+streams/roads/trails, +flora/fauna, +50m contour) Hardpan (1931, 1954, 1978, 1992) Human Factors: Development Roads and Trails (+acheosites, + development, +50m contours, +erosion) Danger Areas (+Archeosites, +development) Archeosites (+roads/trails)

5 Names of Students in Group: 5 Anthropologist As an anthropologist you have a particular interest in the history and culture of the island Kaho olawe. Concentrate on maintaining the cultural identity of the people when planning the island. Preserving the integrity of the archeological sites and educating visitors about the Hawaiian culture have equal importance. Resources Available to you: CD-ROM, Internet Sites Areas to look at in Kaho'olawe Surveyor and related readings: Natural Factors: Flora and Fauna Streams (+roads/trails, +erosion, +flora/fauna) Contour 50m Erosion (+streams/roads/trails, +flora/fauna, +50m contour) Hardpan (1931, 1954, 1978, 1992) Human Factors: Development Roads and Trails (+acheosites, + development, +50m contours, +erosion) Danger Areas (+Archeosites, +development) Archeosites (+roads/trails)

6 Names of Students in Group: 6 The Overarching Development Team Task The team is to design a model town optimizing the resources of the island. Teams will research and analyze the current and past condition of the island, utilizing each team member to make a well informed decision. Students are to make a map of the island with all the required items clearly labeled. Include the following items on the island: power plant hotel facility residential zone transportation network (roads, trails, etc.) school recreation zones- to include site seeing tour for hotel health zones (police, fire, etc.) fresh water source museum aircraft landing nature sanctuary The following pages contain: The questions for the specialists. The questions for the group team. A page where you will sketch the island and your model town with components labeled appropriately, addressing all of the aforementioned items to appear on the island.

7 Names of Students in Group: 7 For the biologist: Describe how you will restore and maintain the ecological balance of the island and the efforts that will speed up the process of re-vegetation given the natural and human factors described in the Kaho olawe Surveyor.

8 Names of Students in Group: 8 For the geologist: Describe the stable environments for the support of new roads, trails, and buildings given the natural and human factors described in the Kaho olawe Surveyor.

9 Names of Students in Group: 9 For the watershed expert: Given the natural and human factors described in the Kaho olawe Surveyor, first, identify the water resources and the possible water hazards to the new inhabitants. Describe how you would make certain that the land is not exploited and that soil erosion is minimized. Note if you are concerned about there being too many or too few roads. Demonstrate you are aware of the unexploded munitions on Kaho olawe.

10 Names of Students in Group: 10 For the anthropologist: Describe how you would maintain the cultural identity of the people when planning the island given the natural and human factors described in the Kaho olawe Surveyor. Also, describe how you would preserve the integrity of the archeological sites and educate visitors about the Hawaiian culture.

11 Names of Students in Group: 11 For the entire development team Sketch a map of Kaho olawe with a model town optimized for the resources of the island. Don t forget to include: power plant, hotel, residential zone, roads, trails, school, recreation zones- to include site seeing tour for hotel, police, fire, fresh water source, museum, aircraft landing strip, nature sanctuary.

12 Names of Students in Group: 12 For the entire development team Describe how the island Kaho olawe was affected by the gunnery and bombing practices of the Armed Forces of the United States.

13 Names of Students in Group: 13 For the entire development team Describe how Kaho olawe can be restored for utilization by the Hawaiian people.