1. Copyright © 2006 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Lesson #6: Environmental Ethics and Economics: Values and Choices Culture, Worldview, and the Environment & Environmental Ethics

2. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Mr. Grant’s Wiki Spaces Web Site Is Up!!!! Wiki Spaces - Hyde Central

3. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Objectives: Define the term anthropocentrism. Characterize the influences of culture and worldview on the choices people make. Outline the nature, evolution, and expansion of environmental ethics in Western cultures. TED - We're at a unique moment in history, says UK Prime Minister Gordon Brown: we can use today's interconnectedness to develop our shared global ethic -- and work together to confront the challenges of poverty, security, climate change and the economy.

4. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Define Anthropocentrism A human-centered view of our relationship with the environment.

5. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Uranium deposits in Australia often occur on sacred Aboriginal land -The Mirrar oppose the mine for cultural, religious, ethical, health, and economic reasons The mine will not be developed unless the Mirrar agree Central Case: The Mirrar Clan Confronts the Jabiluka Uranium Mine

6. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Ethics and economics Both disciplines deal with what we value Our values affect our environmental decisions and actions

7. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Culture and worldview Our relationship with the environment depends on assessments of costs and benefits Culture and worldview also affects this relationship -Culture = knowledge, beliefs, values, and learned ways of life shared by a group of people -Worldview = a person’s or group’s beliefs about the meaning, purpose, operation, and essence of the world Culture and worldview affect our perception of the environment and environmental problems

8. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Different worldviews result in different perceptions Aborigines saw the negative environmental impacts of the Jabiluka mine Others saw jobs, income, and energy from the mine Worldviews differ among people

9. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Many factors shape worldviews Religions Communities Political ideology Economics Individual interests -Vested interest = an individual with strong interests in the outcome of a decision that results in gain or loss for that individual  Characterize the influences of culture and worldview on the choices people make.…

10. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Ethics Ethics = the study of good and bad, right and wrong -Relativists = ethics varies with social context -Universalists = right and wrong remains the same across cultures and situations Ethical standards = criteria that help differentiate right from wrong -Classical standard = virtue -The golden rule -Utility = something right produces the most benefits for the most people

11. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Environmental ethics Environmental ethics = application of ethical standards to relationships between human and non-human entities -Hard to resolve; depends on the person’s ethical standards -Depends on the person’s domain of ethical concern Should we conserve resources for future generations? Is it OK for some communities to be exposed to excess pollution? Should humans drive other species to extinction? Is is OK to destroy a forest to create jobs for people?

12. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  We have expanded our ethical consideration To include animals, communities, nature  Outline the nature, evolution, and expansion of environmental ethics in Western culture…

13. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Expanding ethical concern Why have we expanded our ethical concerns? -Economic prosperity: more leisure time, less anxieties -Science: interconnection of all organisms Non-western cultures often have broader ethical domains Three perspectives in Western ethics  Anthropocentrism = only humans have rights  Biocentrism = certain living things also have value  Ecocentrism = whole ecological systems have value -Holistic perspective, stresses preserving connections  Outline the nature, evolution, and expansion of environmental ethics in Western culture…

14. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Western ethical expansion

15. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings History of environmental ethics People have questioned our relationship with the environment for centuries Christianity’s attitude towards the environment Anthropocentric hostility, or Stewardship? The Industrial Revolution increased consumption and pollution People no longer appreciated nature Transcendentalism = nature is a manifestation of the divine Ralph Waldo Emerson, Henry David Thoreau

16. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  The preservation ethic Unspoiled nature should be protected for its own inherent value John Muir (right, with President Roosevelt at Yosemite National Park) had an ecocentric viewpoint  Outline the nature, evolution, and expansion of environmental ethics in Western culture…

17. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  The conservation ethic Use natural resources wisely for the greatest good for the most people Gifford Pinchot had an anthropocentric viewpoint  Outline the nature, evolution, and expansion of environmental ethics in Western culture…

18. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  The land ethic Healthy ecological systems depend on protecting all parts Aldo Leopold believed the land ethic changes the role of people from conquerors of the land to citizens of it  Outline the nature, evolution, and expansion of environmental ethics in Western culture…

19. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Deep ecology, ecofeminism, and justice Deep ecology = humans are inseparable from nature Since all living things have equal value, they should be protected Ecofeminism = male-dominated societies have degraded women and the environment through fear and hate Female worldview = cooperation  Environmental justice = the fair and equitable treatment of all people regarding environmental issues Wealthy nations dump hazardous waste in poorer nations with uninformed residents  Outline the nature, evolution, and expansion of environmental ethics in Western culture…

20. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Environmental justice (EJ) The poor and minorities are exposed to more pollution, hazards, and environmental degradation 75% of toxic waste landfills in the southeastern U.S. are in communities with higher racial minorities

21. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Environmental justice and Native Americans From 1948 to the 1960s, Navajo miners were not warned of radiation risks, nor provided protection by the industry or the U.S. government

22. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings TED Video Gordon Brown: Wiring a web for global good (16:46) Britain's former prime minister Gordon Brown played a key role in shaping the G20 nations' response to the world's financial crisis, and was a powerful advocate for a coordinated global response to problems such as climate change, poverty and social justice. “We're at a unique moment in history. We can use today's interconnectedness to develop our shared global ethic -- and work together to confront the challenges of poverty, security, climate change and the economy.”

23. Copyright © 2006 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Lesson #7: Environmental Ethics and Economics: Values and Choices Economics: Approaches and Environmental Implications I

24. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Objectives: Define the term environmental justice. Describe precepts of classical and neoclassical economic theory, and summarize their implications for the environment. Compare the concepts of economic growth, economic health, and sustainability.

25. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Define Environmental Justice A movement based on a moral sense of fairness and equality that seeks to expand society’s domain of ethical concern from men to women, from humans to nonhumans, from rich to poor, and from majority races and ethnic groups to minority ones.

26. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Economics Friction occurs between people’s ethical and economic impulses Is there a trade-off between economics and the environment? Generally, environmental protection is good for the economy Economics studies how people use resources to provide goods and services in the face of demand Most environmental and economic problems are linked Root “oikos” gave rise to both ecology and economics

27. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Types of modern economies Economy = a social system that converts resources into Goods: manufactured materials that are bought, and Services: work done for others as a form of business Subsistence economy = people get their daily needs directly from nature; they do not purchase or trade Capitalist market economy = buyers and sellers interact to determine prices and production of goods and services Centrally planned economy = the government determines how to allocate resources Mixed economy = governments intervene to some extent

28. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Government intervenes in a market economy Even in capitalist market economies, governments intervene to: Eliminate unfair advantages Provide social services Provide safety nets Manage the commons Mitigate pollution

29. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Conventional view of economics Conventional economics focuses on production and consumption Ignores the environment The environment is an external “factor of production”

30. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Environmental view of economics Human economies exist within, and depend on, the environment Without natural resources, there would be no economies

31. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Environmental systems support economies Ecosystem services = essential services support the life that makes economic activities possible * Soil formation * Pollination * Water purification * Nutrient cycling * Climate regulation * Waste treatment Economic activities affect the environment Deplete natural resources Produce too much pollution

32. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Classical economics  Competition between people free to pursue their own economic self-interest will benefit society as a whole (Adam Smith, 1723-1790) The market is guided by an “invisible hand”  This idea is a pillar of free-market thought today  It is also blamed for economic inequality Rich vs. poor  Critics think that market capitalism should be restricted by government  Describe precepts of classical and neoclassical economic theory, and summarize their implications for the environment.

33. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Neoclassical economics  Examines the psychological factors underlying consumer choices Market prices are explained in terms of consumer preferences Buyers vs. sellers The “right” quantities of a product are produced  The market favors equilibrium between supply and demand  Describe precepts of classical and neoclassical economic theory, and summarize their implications for the environment.

34. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Marginal benefit and cost curves Cost-benefit analysis = the costs of a proposed action are compared to the benefits that result from the action If benefits > costs: pursue the action Not all costs and benefits can be identified Marginal benefit and cost curves determine an “optimal” level of resource use or pollution mitigation

35. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Neoclassical economics Enormous wealth and jobs are generated -Environmental problems are also created  Assumptions of neoclassical economics: -Resources are infinite or substitutable -Costs and benefits are internal -Long-term effects are discounted -Growth is good  Describe precepts of classical and neoclassical economic theory, and summarize their implications for the environment.

36. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Assumption: Resources are infinite Economic models treat resources as substitutable and interchangeable -A replacement resource will be found But, Earth’s resources are limited -Nonrenewable resources can be depleted -Renewable resources can also be depleted -For example, Easter Islanders destroyed their forests

37. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Costs and benefits are experienced by the buyer and seller alone -Do not affect other members of the society -Pricing ignores social, environmental or economic costs Externalities = costs or benefits involving people other than the buyer or seller External costs = borne by someone not involved in a transaction -Human health problems -Resource depletion -Hard to account for and eliminate -How do you assign monetary value to illness? Assumption: Costs and benefits are internal

38. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings A future event counts less than a present one -Discounting = short-term costs and benefits are more important than long-term costs and benefits -Policymakers ignore long term consequences of our actions -Discourages attention to resource depletion and pollution Economic growth is necessary to maintain employment and social order -Promoting economic growth creates opportunities for poor to become wealthier -Progress is measured by economic growth Assumptions: Long-term effects are discounted and growth is good

39. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  “More and bigger is better” The dramatic rise in per-person consumption has severe environmental consequences Is the growth paradigm good for us?  Compare the concepts of economic growth, economic health, and sustainability…

40. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Is economic growth sustainable?  Affluenza = material goods do not always bring contentment Uncontrolled economic growth is unsustainable -Technology can push back limits, but not forever -More efficient resource extraction and food production perpetuates the illusion that resources are unlimited Many economists believe technology can solve everything  Compare the concepts of economic growth, economic health, and sustainability…

41. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  A steady state economy  As resources became harder to find, economic growth slows and stabilizes (John Stuart Mill, 1806-1873) We must rethink our assumptions and change our way of economic transactions This does not mean a lower quality of life  Compare the concepts of economic growth, economic health, and sustainability…

42. Copyright © 2006 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Lesson #8: Environmental Ethics and Economics: Values and Choices Economics: Approaches and Environmental Implications II

43. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Objectives: Define the terms Gross Domestic Product (GDP) and Genuine Progress Indicator (GPI). Explain the fundamentals of environmental economics and ecological economics. TED - At his carpet company, Ray Anderson has increased sales and doubled profits while turning the traditional "take / make / waste" industrial system on its head. In a gentle, understated way, he shares a powerful vision for sustainable commerce.

44. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Define Gross Domestic Product Gross Domestic Product (GDP) = total monetary value of final goods and services produced in a country each year. Does not account for benefits such as volunteerism. Does not account for external costs such as environmental degradation and social upheaval. (i.e., pollution increases GDP). Sums all economic activity… whether good or bad.

45. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Define Genuine Progress Indicator Genuine Progress Indicator (GPI) = An economic indicator introduced in 1995 that attempts to differentiate between desirable and undesirable economic activity. Positive contributions (i.e. volunteer work) not paid for with money are added to economic activity Negative impacts (crime, pollution) are subtracted

46. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings GPI: An alternative to the GDP In the U.S., GDP has risen greatly, but not GPI

47. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings More “green accounting” indicators Net Economic Welfare (NEW) = adjusts GDP by adding the value of leisure time, while deducting environmental degradation Sustainable Economic Welfare (ISEW) = based on income, wealth distribution, resource depletion These indicators give a more accurate indication of a nation’s welfare -Very controversial, hard to practice

48. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Is economic growth sustainable?  Affluenza = material goods do not always bring contentment Uncontrolled economic growth is unsustainable -Technology can push back limits, but not forever -More efficient resource extraction and food production perpetuates the illusion that resources are unlimited Many economists believe technology can solve everything  Compare the concepts of economic growth, economic health, and sustainability…

49. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Environmental Economics  Environmental economists = unsustainable economies have high population growth and inefficient resource use Modify neoclassical economics to increase efficiency Calls for reform Advocate reforming economic practices to promote sustainability.  Explain the fundamentals of environmental economics and ecological economics.…

50. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Key approaches are to identify external costs assign value to nonmonetary items, and attempt to make market prices reflect real costs and benefits. Environmental Economics  Explain the fundamentals of environmental economics and ecological economics.…

51. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Valuing ecosystems goods and services Our society mistreats the very systems that sustain it -The market ignores/undervalues ecosystem values Nonmarket values = values not included in the price of a good or service

52. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Ecological Economics  Ecological economists = civilizations cannot overcome environmental limitations -Steady state economies should mirror natural ecological systems -Calls for revolution  Ecological economists support the efforts of environmental economists and expand it to include… -More far-reaching steady-state economies. -Treatment of the economy as a subsystem of the ecosystem. -Emphasis upon preserving natural capital.  Explain the fundamentals of environmental economics and ecological economics.…

53. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Markets can fail Market failure = markets do not account for the environment’s positive impacts -Markets do not reflect the negative effects of activities on the environment or people (external costs) Government intervention counters market failure -Laws and regulations -Green taxes = penalize harmful activities -Economic incentives to promote conservation and sustainability

54. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Ecolabeling addresses market failures  Consumer choice in the marketplace can help drive businesses and corporations to pursue sustainability goals. -Ecolabeling = tells consumers which brands use sustainable processes -A powerful incentive for businesses to switch to better processes -“Dolphin safe” tuna -Socially responsible investing in sustainable companies  Explain the fundamentals of environmental economics and ecological economics.…

55. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Corporations are responding to concerns Industries, businesses, and corporations can make money by “greening” their operations -Local sustainably oriented businesses are being started -Large corporations are riding the “green wave” of consumer preference for sustainable products -Nike, Gap Be careful of greenwashing, where consumers are misled into thinking companies are acting sustainably

56. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings TED Video Ray Anderson on the business logic of sustainability (15:52) Ray Anderson's company makes Flor, the line that made modular carpet tile sexy. But behind the fresh design is a decades-deep commitment to sustainable ways of doing business -- culminating in the Mission Zero plan. “For nearly 11 years, now, we have been on this mission; we call it, “climbing Mt. Sustainability”, a mountain higher than Everest, to meet at that point at the top that symbolizes zero footprint—zero environmental impact. Sustainable: taking nothing, doing no harm.”

57. Copyright © 2006 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings PowerPoint ® Slides prepared by Jay Withgott and Heidi Marcum Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Lesson #9: Lab: Earth to Moon Exercise

58. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Objectives: Define the term external cost. Learn the basics of writing a lab report. Complete Earth to Moon exercise.

59. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings  Define External Cost A negative effect of production or consumption the cost of which is not paid for by the producer but is imposed on others. Thus, a power station that generates emissions of SO 2, causing damage to building materials or human health, imposes an external cost. This is because the impact on the owners of the buildings or on those who suffer damage to their health is not taken into account by the generator of the electricity when deciding on the activities causing the damage. In this example, the environmental costs are "external" because, although they are real costs to these members of society, the owner of the power station is not taking them into account when making decisions.

60. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Laboratory Write-Up Format Hyde School Science Department 1.Identify yourself 2.Title 3.Purpose 4.Materials 5.Procedure 6.Observations & Data 7.Analysis of Data 8.Conclusions

61. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings 1.Identify yourself and your partner if you had one. - Name and class period Laboratory Write-Up Format Hyde School Science Department

62. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings 2.Title - Use the title of the activity. For our purposes, the title will be used to distinguish one lab report from another. Laboratory Write-Up Format Hyde School Science Department

63. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings 3.Purpose - This gives the objective of the activity. What concept or skill was highlighted by this activity? Ask yourself “Why did we do this activity? What was I supposed to learn or practice?” Sometimes the purpose can be stated in one sentence. Other times it may be necessary to add some extra information to narrow the scope of the activity. Laboratory Write-Up Format Hyde School Science Department

64. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings 4.Materials - This should be a sentence or two that lists the materials that were needed to carry out this activity. This could also be in the form of a table. Laboratory Write-Up Format Hyde School Science Department

65. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings 5.Procedure - This is probably one of the most difficult parts of the report for the beginner. Most of the writing you have done up to this point has included a lot of descriptive language. Technical writing is very “cut and dried” by comparison. All you are trying to convey is a mental picture of what you did. Ordinal phrases (First we…then we…) are not necessary. The order of events is conveyed by the sentence order in the description. Remember that your audience should be able to repeat your procedure if they wish to do so. Write your description of what was done so that the reader can visualize the set-up. Be sure to include reference to any equipment that you used (The mass was taken on a balance). A diagram or picture of the apparatus may be helpful but should not replace good verbal description. Be very specific in your instructions. Emotions (This was hard. or This was fun.) are not necessary and detract from the purpose of this section. Laboratory Write-Up Format Hyde School Science Department

66. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings 6.Observations & Data - This section should include only those things that you saw, heard, touched, or smelled (taste is out since we NEVER taste anything in a science lab). This includes both quantitative (numerical) and qualitative (sensual, not emotional) observations. Quantitative observations are best presented in data tables. Qualitative observations may be organized in table form or paragraph form. - The goal of this section is to present the data that was collected in the activity in a clear and easily understood format. Units are necessary for any measurement. If you are unsure about whether something should be included in the data section, ask yourself “How did I get this piece of information? What instrument did I use to collect this information?” If you are giving a value that you did not measure directly (such as density) it should not be included as data. Laboratory Write-Up Format Hyde School Science Department

67. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings 7.Analysis of Data - This is the section where you will show any calculations that you made using the data you collected. Give the formula you will use for each type of calculation. You should show which measurements you are plugging into each calculation and then show the solution. Once you have shown a sample calculation, you may use a data table to show other calculated values of the same type. This is also the appropriate place to explain how the measurements relate to each other. This is the proper place to discuss anything that happened during the activity that may have affected your measurements. Laboratory Write-Up Format Hyde School Science Department

68. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings 8.Conclusions - This is the section of your report where you discuss how the purpose of the activity relates to the analysis of your data. In other words, what did you learn? Stick to the facts, no not comment on whether or not you enjoyed the activity. Be specific in your statements. If the results of the activity were not satisfactory, suggest how the activity could be improved to give better data. Did the activity raise questions that cannot be answered with the data you collected? This is the place to mention them. Remember, conclusions are connections that are not obvious on the surface. Laboratory Write-Up Format Hyde School Science Department

69. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Earth To Moon Exercise The purpose of this exercise is to 1)have you put into practice the concept of exponential numbers, and 2)have you learn the basics of writing a lab report.

70. Copyright © 2008 Pearson Education, Inc., publishing as Benjamin Cummings Earth To Moon Exercise In this exercise you will determine how many times you need to fold a piece of paper to generate a thickness that will be equal to or greater that the distance from the earth to the moon. Your Givens: You have infinite supply of paper. Thickness of paper is about 1 millimeter or 1/254 inch thick. There are 5,280 feet in one mile. The average distance to the moon is approximately 250,000 miles (or about 384,000km). Every time we fold the paper, its thickness doubles. How many folds will be needed so that the thickness becomes >= distance between earth and moon? Your calculations can be in either US standard or metric.