Environmental Cleanup and Restoration ESR 410/10

Things to Know for the Midterm Exam

(Key Concepts for Your Understanding)

• Be able to identify important toxic metals.
• Recognize and be able to name some common organic compounds or classes of compounds, like PCBs and PAHs).
• Be able to give examples of important sources of metal contamination, both direct human sources and indirect human sources.
• We've used a lot of acronyms; be familiar with the most common and important ones (e.g., PRP, NOEL, RCRA)
• Know how to interpret a simple dose-response curve; be able to match places on the curve with some of the important levels such as NOEL and LOEL.
• Be able to explain why carcinogens are assumed to have to have no "zero risk" threshold dose.
• Define the risk quotient.
• Know the four basic parts of a risk assessment process and be able to discuss how they work.
• Be able to give a simple explanation of why it can take a very large number of experimental animals to identify risks that have a probability of less than about 10%.
• Know the basic idea of how equilibrium partition coefficients are used to predict the availability of hydrophobic organic compounds in sediments.
• Be able to explain why we must know the chemical present, the form they are in AND the exposure pathways before we can estimate a dose to a receptor.
• Understand in general terms the way bioassays are conducted and interpreted. Know the difference between the Ames screening test and a formal bioassay.
• Understand the basic idea behind a bioconcentration factor (BCF).
• Know the main role of RCRA and the main role of CERCLA in protecting the environment, and be aware of how they differ in scope and jurisdiction.
• Be familiar with the general rules for deciding if a waste product or contaminated soil or sediment is legally defined as "hazardous" under RCRA.
• Have general familiarity with the process by which a contaminated site ends up on the CERCLA National Priorities List and how it gets off the list.
• Know the difference between contained aquatic disposal (CAD) and in situ capping (ISC).
• Be able to explain in general terms what sediment quality criteria are.
• Understand the major advantages and disadvantages of in situ capping versus removal of contaminated sediments.
• Understand the major advantages and disadvantages of upland disposal versus in-water disposal.
• Re-read and review all of the daily quizzes.
• For the case studies, be familiar with what the major contamination problems were, what cleanup solution was implemented, and why that solution was chosen. Focus on what was discussed in class and was in the class notes/slides.