--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Define solid waste and describe the sources of and environmental problems associated with generation and disposal of solid wastes
- Warm-up: If you did the personal solid waste project during the summer, how much garbage (in pounds) did you personally accumulate in one week? If you did not do this project during the summer, how much garbage would you estimate you produce each week? [5]
- Unit 12: Lecture 1: Waste Management
- Student Lectures Assignment
- Research Project interviews and work time
OUTSIDE OF CLASS:
- Articles: Exporting Harm and Our E-Waste Problem Is Ridiculous;
- Read Miller pp. 569-582;
- Prepare your assigned student-lead lecture
STUDENT LECTURES:
- Using the Unit 12 Study Guide as your starting point, create a detailed but concise lecture on your assigned area (Reducing Waste / Hazardous Waste).
- Divide the work as evenly as you can among your team members.
- Each person should be assigned a particular set of concepts/terms for which they will have to find clear definitions, explanations, details, examples, analogies, etc. as well as supporting visuals for their team’s presentation (Google Slides is recommended).
- Each person must have equal speaking time
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use all of the skills learned/developed during our unit on formal research skills to continue scholarly research on the topic you have selected for your symposium presentation/lesson
- Warm-up: In your warm-up notebooks, make a personal agenda for this week in biology 1-2 and answer these questions: What do you need to do for your symposium project research this week? Have you been taking useful notes and carefully keeping track of your sources? Have you signed up for a presentation time slot yet? Where are you with your (ESLP) service project? Do you (your team) need funding to make your project goal a reality? Have you listed everything you think you will need? Have you “priced out” these materials? Will you need adult assistance/supervision to do some parts of your project? [15]
- Interviews with Mr. Bursch and projects work time [75]
OUTSIDE OF CLASS:
- Continue your own research and start planning your lesson
---
--
-
Thursday, March 31, 2016
Wednesday, March 30, 2016
Daily Summary 03-30
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use all of the skills learned/developed during our unit on formal research skills to continue scholarly research on the topic you have selected for your symposium presentation/lesson
- Warm-up: In your warm-up notebooks, make a personal agenda for this week in biology 1-2 and answer these questions: What do you need to do for your symposium project research this week? Have you been taking useful notes and carefully keeping track of your sources? Have you signed up for a presentation time slot yet? Where are you with your (ESLP) service project? Do you (your team) need funding to make your project goal a reality? Have you listed everything you think you will need? Have you “priced out” these materials? Will you need adult assistance/supervision to do some parts of your project? [15]
- Interviews with Mr. Bursch and projects work time [75]
OUTSIDE OF CLASS:
- Continue your own research and start planning your lesson
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use all of the skills learned/developed during our unit on formal research skills to continue scholarly research on the topic you have selected for your symposium presentation/lesson
- Warm-up: In your warm-up notebooks, make a personal agenda for this week in biology 1-2 and answer these questions: What do you need to do for your symposium project research this week? Have you been taking useful notes and carefully keeping track of your sources? Have you signed up for a presentation time slot yet? Where are you with your (ESLP) service project? Do you (your team) need funding to make your project goal a reality? Have you listed everything you think you will need? Have you “priced out” these materials? Will you need adult assistance/supervision to do some parts of your project? [15]
- Interviews with Mr. Bursch and projects work time [75]
OUTSIDE OF CLASS:
- Continue your own research and start planning your lesson
---
--
-
Tuesday, March 29, 2016
Daily Summary 03-29
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of essential energy topics and directly related issues by scoring a 70% or higher on the Unit 11 exam
- Warm-up: 10 minute “last pass” on Unit 11 Exam [10]
- Unit 11 exam scoring [25 - 30]
- scrAPESbooks round 7 summaries
- Research Project interviews and work time
OUTSIDE OF CLASS:
- Miller reading: 557 - 569
- Work on your Independent Research Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use all of the skills learned/developed during our unit on formal research skills to continue scholarly research on the topic you have selected for your symposium presentation/lesson
- Warm-up: In your warm-up notebooks, make a personal agenda for this week in biology 1-2 and answer these questions: What do you need to do for your symposium project research this week? Have you been taking useful notes and carefully keeping track of your sources? Have you signed up for a presentation time slot yet? Where are you with your (ESLP) service project? Do you (your team) need funding to make your project goal a reality? Have you listed everything you think you will need? Have you “priced out” these materials? Will you need adult assistance/supervision to do some parts of your project? [15]
- Interviews with Mr. Bursch and projects work time [75]
OUTSIDE OF CLASS:
- Continue your own research and start planning your lesson
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of essential energy topics and directly related issues by scoring a 70% or higher on the Unit 11 exam
- Warm-up: 10 minute “last pass” on Unit 11 Exam [10]
- Unit 11 exam scoring [25 - 30]
- scrAPESbooks round 7 summaries
- Research Project interviews and work time
OUTSIDE OF CLASS:
- Miller reading: 557 - 569
- Work on your Independent Research Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Use all of the skills learned/developed during our unit on formal research skills to continue scholarly research on the topic you have selected for your symposium presentation/lesson
- Warm-up: In your warm-up notebooks, make a personal agenda for this week in biology 1-2 and answer these questions: What do you need to do for your symposium project research this week? Have you been taking useful notes and carefully keeping track of your sources? Have you signed up for a presentation time slot yet? Where are you with your (ESLP) service project? Do you (your team) need funding to make your project goal a reality? Have you listed everything you think you will need? Have you “priced out” these materials? Will you need adult assistance/supervision to do some parts of your project? [15]
- Interviews with Mr. Bursch and projects work time [75]
OUTSIDE OF CLASS:
- Continue your own research and start planning your lesson
---
--
-
Friday, March 25, 2016
Daily Summary 03-25
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: Take out your assigned laptop and open up your copy of the Research Skills Practice Test.
- In 2 minutes we will begin going over the questions and discussing the best answers. [15]
- Research Unit Test [35]
- Interviews with Mr. Bursch and projects work time [50]
OUTSIDE OF CLASS:
- Finish “Giving Credit” activity; continue your own research
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: Take out your assigned laptop and open up your copy of the Research Skills Practice Test.
- In 2 minutes we will begin going over the questions and discussing the best answers. [15]
- Research Unit Test [35]
- Interviews with Mr. Bursch and projects work time [50]
OUTSIDE OF CLASS:
- Finish “Giving Credit” activity; continue your own research
---
--
-
Thursday, March 24, 2016
Daily Summary 03-24
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Identify alternatives to fossil fuels and the pros and cons of the most developed realistic alternative energy sources
- Warm-up: Take out a sheet of lined paper and put standard heading on it with title of “Unit 11 Reading Quiz #2” [1]
- Reading Quiz [10]
- Finish checking/correcting An Energy Primer problems [20]
- Unit 11: Lecture 3: Alternative Energy Sources [20]
- Introduction to School Energy Report Card project [20 - 30]
- Unit 11: Lecture 4: Alternative Energy Sources [20]
OUTSIDE OF CLASS:
- Read article: Understanding Japan’s Nuclear Crisis (http://www.wired.com/2011/03/japan-nuclear-crisis/)
- Work on your Independent Research Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: Take out your assigned laptop and open up your copy of the Research Skills Practice Test.
- In 2 minutes we will begin going over the questions and discussing the best answers. [15]
- Research Unit Test [35]
- Interviews with Mr. Bursch and projects work time [50]
OUTSIDE OF CLASS:
- Finish “Giving Credit” activity; continue your own research
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Identify alternatives to fossil fuels and the pros and cons of the most developed realistic alternative energy sources
- Warm-up: Take out a sheet of lined paper and put standard heading on it with title of “Unit 11 Reading Quiz #2” [1]
- Reading Quiz [10]
- Finish checking/correcting An Energy Primer problems [20]
- Unit 11: Lecture 3: Alternative Energy Sources [20]
- Introduction to School Energy Report Card project [20 - 30]
- Unit 11: Lecture 4: Alternative Energy Sources [20]
OUTSIDE OF CLASS:
- Read article: Understanding Japan’s Nuclear Crisis (http://www.wired.com/2011/03/japan-nuclear-crisis/)
- Work on your Independent Research Project
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: Take out your assigned laptop and open up your copy of the Research Skills Practice Test.
- In 2 minutes we will begin going over the questions and discussing the best answers. [15]
- Research Unit Test [35]
- Interviews with Mr. Bursch and projects work time [50]
OUTSIDE OF CLASS:
- Finish “Giving Credit” activity; continue your own research
---
--
-
Wednesday, March 23, 2016
Daily Summary 03-23
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: Have you settled on a topic for your symposium research? Are you actively researching and gathering information? [5]
- Research Unit Practice Test [35]
- Interviews with Mr. Bursch and projects work time [60]
OUTSIDE OF CLASS:
- Finish “Giving Credit” activity; continue your own research
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: Have you settled on a topic for your symposium research? Are you actively researching and gathering information? [5]
- Research Unit Practice Test [35]
- Interviews with Mr. Bursch and projects work time [60]
OUTSIDE OF CLASS:
- Finish “Giving Credit” activity; continue your own research
---
--
-
Tuesday, March 22, 2016
Daily Summary 03-22
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Identify alternatives to fossil fuels and the pros and cons of the most developed realistic alternative energy sources
- Warm-up: Take out a sheet of lined paper and put standard heading on it with title of “Unit 11 Reading Quiz #1” [1]
- Reading Quiz [15]
- Check and Correct An Energy Primer problems [20]
- Unit 11: Lecture 2: Nuclear Energy [15]
- The Eyes of Nye: Nuclear Energy, video and questions [30]
- Unit 11: Lecture 3: Alternative Energy Sources [15]
OUTSIDE OF CLASS:
- Continue work on Personal Energy Use Audit project
- Reading: Miller, pp. 397-409
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: Have you settled on a topic for your symposium research? Are you actively researching and gathering information? [5]
- Research Unit Practice Test [35]
- Interviews with Mr. Bursch and projects work time [60]
OUTSIDE OF CLASS:
- Finish “Giving Credit” activity; continue your own research
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Identify alternatives to fossil fuels and the pros and cons of the most developed realistic alternative energy sources
- Warm-up: Take out a sheet of lined paper and put standard heading on it with title of “Unit 11 Reading Quiz #1” [1]
- Reading Quiz [15]
- Check and Correct An Energy Primer problems [20]
- Unit 11: Lecture 2: Nuclear Energy [15]
- The Eyes of Nye: Nuclear Energy, video and questions [30]
- Unit 11: Lecture 3: Alternative Energy Sources [15]
OUTSIDE OF CLASS:
- Continue work on Personal Energy Use Audit project
- Reading: Miller, pp. 397-409
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: Have you settled on a topic for your symposium research? Are you actively researching and gathering information? [5]
- Research Unit Practice Test [35]
- Interviews with Mr. Bursch and projects work time [60]
OUTSIDE OF CLASS:
- Finish “Giving Credit” activity; continue your own research
---
--
-
Essential Science Research Skills Unit Test: PRACTICE TEST
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
Essential Science Research Skills Unit Test: PRACTICE TEST
---
--
-
BIOLOGY
--------------------------------------------------------------------------------
Essential Science Research Skills Unit Test: PRACTICE TEST
---
--
-
Monday, March 21, 2016
Daily Summary 03-21
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Identify alternatives to fossil fuels and the pros and cons of the most developed realistic alternative energy sources
- Warm-up: Which household activities/appliances would you expect to consume the most energy?
- Using a reasonable estimate for the amount of energy used per day by the activity you selected, determine the total energy used per year for this activity/appliance (in kWh). [10]
- Check and Correct An Energy Primer problems [25]
-Tomorrow: Unit 11: Lecture 2: Nuclear Energy
OUTSIDE OF CLASS:
- Continue work on Personal Energy Use Audit project
- Article: The Clean Energy Scam
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: Have you settled on a topic for your symposium research? Are you actively researching and gathering information? [5]
- The Last Ten-weeks of Mr. Bursch’s Biology 1-2 Experience: A Summary of Student Responsibilities and Expectations [8]
- Interviews with Mr. Bursch and research time [30]
OUTSIDE OF CLASS:
- Finish “Giving Credit” activity; continue your own research
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Identify alternatives to fossil fuels and the pros and cons of the most developed realistic alternative energy sources
- Warm-up: Which household activities/appliances would you expect to consume the most energy?
- Using a reasonable estimate for the amount of energy used per day by the activity you selected, determine the total energy used per year for this activity/appliance (in kWh). [10]
- Check and Correct An Energy Primer problems [25]
-Tomorrow: Unit 11: Lecture 2: Nuclear Energy
OUTSIDE OF CLASS:
- Continue work on Personal Energy Use Audit project
- Article: The Clean Energy Scam
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: Have you settled on a topic for your symposium research? Are you actively researching and gathering information? [5]
- The Last Ten-weeks of Mr. Bursch’s Biology 1-2 Experience: A Summary of Student Responsibilities and Expectations [8]
- Interviews with Mr. Bursch and research time [30]
OUTSIDE OF CLASS:
- Finish “Giving Credit” activity; continue your own research
---
--
-
Friday, March 18, 2016
Daily Summary 03-18
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: When should you provide written acknowledgement of using information from a source you have consulted? [5]
- When and How to Give Credit to Sources Used in Scientific Research [60]
- Finish bee research activity using the C.A.R.E.S. criteria
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Finish evaluation of sources activity; continue your own research
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: When should you provide written acknowledgement of using information from a source you have consulted? [5]
- When and How to Give Credit to Sources Used in Scientific Research [60]
- Finish bee research activity using the C.A.R.E.S. criteria
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Finish evaluation of sources activity; continue your own research
---
--
-
Thursday, March 17, 2016
Daily Summary 03-17
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Discuss global dependence on fossil fuels and the growing human pursuit of terrestrial energy sources
- Warm-up: Use your phones or a laptop to look up per capita energy use (in KW*hours/year) for the US and then for a developing country we have discussed this year in class. By what factor do the two figures differ? Explain the discrepancy. [10]
- Unit 11: Lecture 1: Fossil Fuels [25]
- Introduction to unit 11 Energy Projects (Personal Energy Use Audit and Energy Conservation Report Card for WGHS) [20]
- Work time [45]
OUTSIDE OF CLASS:
- Complete Energy Primer Practice Problems (all)
- Start work on Personal Energy Use Audit project
- Miller reading: pp. 370-385; pp. 386-394
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: When should you provide written acknowledgement of using information from a source you have consulted? [5]
- When and How to Give Credit to Sources Used in Scientific Research [60]
- Finish bee research activity using the C.A.R.E.S. criteria
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Finish evaluation of sources activity; continue your own research
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Discuss global dependence on fossil fuels and the growing human pursuit of terrestrial energy sources
- Warm-up: Use your phones or a laptop to look up per capita energy use (in KW*hours/year) for the US and then for a developing country we have discussed this year in class. By what factor do the two figures differ? Explain the discrepancy. [10]
- Unit 11: Lecture 1: Fossil Fuels [25]
- Introduction to unit 11 Energy Projects (Personal Energy Use Audit and Energy Conservation Report Card for WGHS) [20]
- Work time [45]
OUTSIDE OF CLASS:
- Complete Energy Primer Practice Problems (all)
- Start work on Personal Energy Use Audit project
- Miller reading: pp. 370-385; pp. 386-394
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: When should you provide written acknowledgement of using information from a source you have consulted? [5]
- When and How to Give Credit to Sources Used in Scientific Research [60]
- Finish bee research activity using the C.A.R.E.S. criteria
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Finish evaluation of sources activity; continue your own research
---
--
-
Wednesday, March 16, 2016
Daily Summary 03-16
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: When should you provide written acknowledgement of using information from a source you have consulted? [5]
- When and How to Give Credit to Sources Used in Scientific Research [60]
- Finish bee research activity using the C.A.R.E.S. criteria
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Finish evaluation of sources activity; continue your own research
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: When should you provide written acknowledgement of using information from a source you have consulted? [5]
- When and How to Give Credit to Sources Used in Scientific Research [60]
- Finish bee research activity using the C.A.R.E.S. criteria
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Finish evaluation of sources activity; continue your own research
---
--
-
Tuesday, March 15, 2016
Daily Summary 03-15
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of essential air pollution topics and directly related issues by scoring a 70% or higher on the Unit 10 exam
- Warm-up: Second pass at Unit 10 Exam [10]
- Unit 10 Exam FRQ Scoring [25]
- scrAPESbook presentations [30]
- Introduction to unit 11 (Energy) / Energy Primer Assignment
OUTSIDE OF CLASS:
- Complete Energy Primer Practice Problems (all)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: When should you provide written acknowledgement of using information from a source you have consulted? [5]
- When and How to Give Credit to Sources Used in Scientific Research [60]
- Finish bee research activity using the C.A.R.E.S. criteria
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Finish evaluation of sources activity; continue your own research
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of essential air pollution topics and directly related issues by scoring a 70% or higher on the Unit 10 exam
- Warm-up: Second pass at Unit 10 Exam [10]
- Unit 10 Exam FRQ Scoring [25]
- scrAPESbook presentations [30]
- Introduction to unit 11 (Energy) / Energy Primer Assignment
OUTSIDE OF CLASS:
- Complete Energy Primer Practice Problems (all)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes; (3) Be able to designate resource materials as primary or secondary; (4) Use search engines as effectively as possible to find sources; (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria; (6) Know when and how to give credit to sources used in all scholarly research
- Warm-up: When should you provide written acknowledgement of using information from a source you have consulted? [5]
- When and How to Give Credit to Sources Used in Scientific Research [60]
- Finish bee research activity using the C.A.R.E.S. criteria
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Finish evaluation of sources activity; continue your own research
---
--
-
Monday, March 14, 2016
Daily Summary 03-14
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of essential air pollution topics and directly related issues by scoring a 70% or higher on the Unit 10 exam
- Warm-up: Last-minute Q & A [5]
- Unit 10 Exam [45]
OUTSIDE OF CLASS:
- Make sure you are ready with your 6th and 7th scrAPESbook article summaries and questions
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary (4) Use Google Search as effectively as possible to find sources (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria
- Warm-up: What kind of documents are you seeing in the collection of 14 that was provided as part of this activity? Are they scholarly or popular (both)? Primary sources or secondary? [5]
- Review the directions for evaluating sources using the C.A.R.E.S. criteria activity [5]
- Bee research activity using the C.A.R.E.S. criteria [35]
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Finish evaluation of sources activity; continue your own research
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Demonstrate your understanding of essential air pollution topics and directly related issues by scoring a 70% or higher on the Unit 10 exam
- Warm-up: Last-minute Q & A [5]
- Unit 10 Exam [45]
OUTSIDE OF CLASS:
- Make sure you are ready with your 6th and 7th scrAPESbook article summaries and questions
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary (4) Use Google Search as effectively as possible to find sources (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria
- Warm-up: What kind of documents are you seeing in the collection of 14 that was provided as part of this activity? Are they scholarly or popular (both)? Primary sources or secondary? [5]
- Review the directions for evaluating sources using the C.A.R.E.S. criteria activity [5]
- Bee research activity using the C.A.R.E.S. criteria [35]
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Finish evaluation of sources activity; continue your own research
---
--
-
Friday, March 11, 2016
Daily Summary 03-11
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary (4) Use Google Search as effectively as possible to find sources (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria
- Warm-up: Besides credibility of the author/source what other factors are important in determining the quality of a particular information resource? [5]
- Using the C.A.R.E.S. criteria [15]
- Queen of the Sun [30]
- Bee research activity using the C.A.R.E.S. criteria [40]
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Continue researching your own topic(s)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary (4) Use Google Search as effectively as possible to find sources (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria
- Warm-up: Besides credibility of the author/source what other factors are important in determining the quality of a particular information resource? [5]
- Using the C.A.R.E.S. criteria [15]
- Queen of the Sun [30]
- Bee research activity using the C.A.R.E.S. criteria [40]
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Continue researching your own topic(s)
---
--
-
Thursday, March 10, 2016
Daily Summary 03-10
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Discuss the major known causes of global climate change and, using multiple publicly available vetted data sets, make a determination as to what our present understanding is of the likely impacts to the biosphere and humanity during this century
- Warm-up: Take out and head a sheet of lined paper, titling it “Air Pollution Quiz 2” [1]
- Air Pollution Quiz 2 [15]
- Stamp Labs write-ups [~15]
- Unit 10: Lectures 3 and 4: Climate Change [25]
- Climate Change / Global Warming open discussion [25]
- Work/Study Time
OUTSIDE OF CLASS:
- Reading Assignment: Determining Who Is Releasing Greenhouse Gases
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary (4) Use Google Search as effectively as possible to find sources (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria
- Warm-up: Besides credibility of the author/source what other factors are important in determining the quality of a particular information resource? [5]
- Using the C.A.R.E.S. criteria [15]
- Queen of the Sun [30]
- Bee research activity using the C.A.R.E.S. criteria [40]
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Continue researching your own topic(s)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Discuss the major known causes of global climate change and, using multiple publicly available vetted data sets, make a determination as to what our present understanding is of the likely impacts to the biosphere and humanity during this century
- Warm-up: Take out and head a sheet of lined paper, titling it “Air Pollution Quiz 2” [1]
- Air Pollution Quiz 2 [15]
- Stamp Labs write-ups [~15]
- Unit 10: Lectures 3 and 4: Climate Change [25]
- Climate Change / Global Warming open discussion [25]
- Work/Study Time
OUTSIDE OF CLASS:
- Reading Assignment: Determining Who Is Releasing Greenhouse Gases
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary (4) Use Google Search as effectively as possible to find sources (5) Evaluate the quality of a potential information source using the C.A.R.E.S. criteria
- Warm-up: Besides credibility of the author/source what other factors are important in determining the quality of a particular information resource? [5]
- Using the C.A.R.E.S. criteria [15]
- Queen of the Sun [30]
- Bee research activity using the C.A.R.E.S. criteria [40]
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Continue researching your own topic(s)
---
--
-
Wednesday, March 9, 2016
Daily Summary 03-09
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary (4) Use Google Search as effectively as possible to find sources
- Warm-up: What is an Internet search engine? How essentially does one of these “search engines” work? [5]
- Getting the most from online searches [45 - 55]
- Finish “Identifying primary and secondary sources” activity
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class to learn at least the basics of some of the topics on your “research radar” list and begin making entries into your newly created research journal (which should be in your “Research” folder)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary (4) Use Google Search as effectively as possible to find sources
- Warm-up: What is an Internet search engine? How essentially does one of these “search engines” work? [5]
- Getting the most from online searches [45 - 55]
- Finish “Identifying primary and secondary sources” activity
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class to learn at least the basics of some of the topics on your “research radar” list and begin making entries into your newly created research journal (which should be in your “Research” folder)
---
--
-
Tuesday, March 8, 2016
Daily Summary 03-08
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Determine the exhaust volume for several internal combustion engine vehicles running at idling speeds and explain how the contents of these samples relates to various forms of air pollution
- Warm-up: What is a thermal inversion and how does it create potentially dangerous air conditions in heavily populated urban areas? [8]
- Unit 10: Lab 2: Auto Emissions and Pollution Lab [45]
- Unit 10: Lab 1: Lung Volume and Pollution, second trial [25]
- Unit 10: Lecture 3: Climate Change, part 3 [15]
OUTSIDE OF CLASS:
- Reading Assignment: Methane and Frozen Ground
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary (4) Use Google Search as effectively as possible to find sources
- Warm-up: What is an Internet search engine? How essentially does one of these “search engines” work? [5]
- Getting the most from online searches [45 - 55]
- Finish “Identifying primary and secondary sources” activity
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class to learn at least the basics of some of the topics on your “research radar” list and begin making entries into your newly created research journal (which should be in your “Research” folder)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Determine the exhaust volume for several internal combustion engine vehicles running at idling speeds and explain how the contents of these samples relates to various forms of air pollution
- Warm-up: What is a thermal inversion and how does it create potentially dangerous air conditions in heavily populated urban areas? [8]
- Unit 10: Lab 2: Auto Emissions and Pollution Lab [45]
- Unit 10: Lab 1: Lung Volume and Pollution, second trial [25]
- Unit 10: Lecture 3: Climate Change, part 3 [15]
OUTSIDE OF CLASS:
- Reading Assignment: Methane and Frozen Ground
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary (4) Use Google Search as effectively as possible to find sources
- Warm-up: What is an Internet search engine? How essentially does one of these “search engines” work? [5]
- Getting the most from online searches [45 - 55]
- Finish “Identifying primary and secondary sources” activity
- Interviews with Mr. Bursch and research time
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class to learn at least the basics of some of the topics on your “research radar” list and begin making entries into your newly created research journal (which should be in your “Research” folder)
---
--
-
Monday, March 7, 2016
Daily Summary 03-07
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Determine FEV1 for each individual in class and discuss relevance of this value to epidemiological studies of pulmonary diseases and their relationship to air pollution
- Warm-up: Should humans attempt to control/limit natural sources of air pollution as well as anthropogenic ones? Why / why not? [8]
- Unit 10: Lecture 2: Outdoor Air Pollution, continued [15]
- Unit 10: Lecture 3: Climate Change, part 1 [15]
- Unit 10: Lab 1: Lung Volume and Pollution Q & A [5]
OUTSIDE OF CLASS:
- Reading Assignment: Miller LITE pp. 510-524
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary
- Warm-up: What is the main difference between a primary and secondary source (artifact)? Examples of artifacts that can provide information when researching: books, articles, photos, letters, recorded speech, data table, etc. [10]
- Identifying primary and secondary sources [25]
- Interviews with Mr. Bursch and research time [~25]
- BioSITE first training meeting TOMORROW during tutorial
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class to learn at least the basics of some of the topics on your “research radar” list and begin making entries into your newly created research journal (which should be in your “Research” folder)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Determine FEV1 for each individual in class and discuss relevance of this value to epidemiological studies of pulmonary diseases and their relationship to air pollution
- Warm-up: Should humans attempt to control/limit natural sources of air pollution as well as anthropogenic ones? Why / why not? [8]
- Unit 10: Lecture 2: Outdoor Air Pollution, continued [15]
- Unit 10: Lecture 3: Climate Change, part 1 [15]
- Unit 10: Lab 1: Lung Volume and Pollution Q & A [5]
OUTSIDE OF CLASS:
- Reading Assignment: Miller LITE pp. 510-524
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes (3) Be able to designate resource materials as primary or secondary
- Warm-up: What is the main difference between a primary and secondary source (artifact)? Examples of artifacts that can provide information when researching: books, articles, photos, letters, recorded speech, data table, etc. [10]
- Identifying primary and secondary sources [25]
- Interviews with Mr. Bursch and research time [~25]
- BioSITE first training meeting TOMORROW during tutorial
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class to learn at least the basics of some of the topics on your “research radar” list and begin making entries into your newly created research journal (which should be in your “Research” folder)
---
--
-
Friday, March 4, 2016
Daily Summary 03-04
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes Warm-up:
- What is the value of taking highly organized and accurate notes while you do research on a topic? [5]
- Keeping a journal and taking notes [40]
- Interviews with Mr. Bursch and research time [35]
- Sign up for your ESLP project and/or work on your ESLP project
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class to learn at least the basics of some of the topics on your “research radar” list and begin making entries into your newly created research journal (which should be in your “Research” folder)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
NO CLASS TODAY (SEE YESTERDAY'S POST)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes Warm-up:
- What is the value of taking highly organized and accurate notes while you do research on a topic? [5]
- Keeping a journal and taking notes [40]
- Interviews with Mr. Bursch and research time [35]
- Sign up for your ESLP project and/or work on your ESLP project
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class to learn at least the basics of some of the topics on your “research radar” list and begin making entries into your newly created research journal (which should be in your “Research” folder)
---
--
-
Thursday, March 3, 2016
Daily Summary 03-03
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Determine FEV1 for each individual in class and discuss relevance of this value to epidemiological studies of pulmonary diseases and their relationship to air pollution Warm-up: Set up a sheet of lined paper with the standard APES heading and title it “Air Pollution: Quiz 1” [1]
- Unit 10: Quiz 1 [10]
- Unit 10: Lecture 2: Outdoor Air Pollution [15]
- Unit 10: Lab 1: Lung Volume and Pollution [45]
- Remember to go to student bank to remit AP Test Payment before or on March 4th
OUTSIDE OF CLASS:
- Reading Assignment: Miller LITE pp. 465-476 (Be sure to read Core Case Study on 465)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes Warm-up:
- What is the value of taking highly organized and accurate notes while you do research on a topic? [5]
- Keeping a journal and taking notes [40]
- Interviews with Mr. Bursch and research time [35]
- Sign up for your ESLP project and/or work on your ESLP project
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class to learn at least the basics of some of the topics on your “research radar” list and begin making entries into your newly created research journal (which should be in your “Research” folder)
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Determine FEV1 for each individual in class and discuss relevance of this value to epidemiological studies of pulmonary diseases and their relationship to air pollution Warm-up: Set up a sheet of lined paper with the standard APES heading and title it “Air Pollution: Quiz 1” [1]
- Unit 10: Quiz 1 [10]
- Unit 10: Lecture 2: Outdoor Air Pollution [15]
- Unit 10: Lab 1: Lung Volume and Pollution [45]
- Remember to go to student bank to remit AP Test Payment before or on March 4th
OUTSIDE OF CLASS:
- Reading Assignment: Miller LITE pp. 465-476 (Be sure to read Core Case Study on 465)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: (1) Understand the scope and expectations of the Science Research and Symposium project; (2) Create and use an online journal to take structured, accurate, and detailed notes Warm-up:
- What is the value of taking highly organized and accurate notes while you do research on a topic? [5]
- Keeping a journal and taking notes [40]
- Interviews with Mr. Bursch and research time [35]
- Sign up for your ESLP project and/or work on your ESLP project
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class to learn at least the basics of some of the topics on your “research radar” list and begin making entries into your newly created research journal (which should be in your “Research” folder)
---
--
-
Wednesday, March 2, 2016
Daily Summary 03-02
--------------------------------------------------------------------------------
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Discuss your progress on your independent research project with your instructor, including challenges/problems and what you are doing to work through them
- Warm-up: Write a paragraph summary of your work / research to this point, including: your original question and hypothesis, modifications to your original hypothesis, essential procedure, preliminary results, adjustments to procedure, any other problems or questions that have arisen [10]
- Research discussion groups [35]
- Interviews with instructor [~35]
- Remember to go to student bank to remit AP Test Payment before March 4th
OUTSIDE OF CLASS:
- Reading Assignment: Miller LITE pp. 465-476 (Be sure to read Core Case Study on 465)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Understand the scope and expectations of the Science Research and Symposium project
- Warm-up: Brainstorm a list of questions/topics that interest you (use a Google Doc and place it in your “Research” folder, which itself should be in your shared biology folder) and be ready to discuss with your teacher this period [5]
- Interviews with Mr. Bursch and research time [35]
- Report score for TSOTS blog posts if you did not do it last week
- Turn in late Hominid Skull Labs for 80% credit
- Sign up for your ESLP project now!
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class (online encyclopedias, university websites, other publications) to learn at least the basics of some of the topics on your “research radar” list—next class period we will discuss taking/making notes
---
--
-
AP ENVIRONMENTAL SCIENCE
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Discuss your progress on your independent research project with your instructor, including challenges/problems and what you are doing to work through them
- Warm-up: Write a paragraph summary of your work / research to this point, including: your original question and hypothesis, modifications to your original hypothesis, essential procedure, preliminary results, adjustments to procedure, any other problems or questions that have arisen [10]
- Research discussion groups [35]
- Interviews with instructor [~35]
- Remember to go to student bank to remit AP Test Payment before March 4th
OUTSIDE OF CLASS:
- Reading Assignment: Miller LITE pp. 465-476 (Be sure to read Core Case Study on 465)
--------------------------------------------------------------------------------
BIOLOGY
--------------------------------------------------------------------------------
AGENDA:
- Objectives: Understand the scope and expectations of the Science Research and Symposium project
- Warm-up: Brainstorm a list of questions/topics that interest you (use a Google Doc and place it in your “Research” folder, which itself should be in your shared biology folder) and be ready to discuss with your teacher this period [5]
- Interviews with Mr. Bursch and research time [35]
- Report score for TSOTS blog posts if you did not do it last week
- Turn in late Hominid Skull Labs for 80% credit
- Sign up for your ESLP project now!
OUTSIDE OF CLASS:
- Begin using some of the resources we have discussed in class (online encyclopedias, university websites, other publications) to learn at least the basics of some of the topics on your “research radar” list—next class period we will discuss taking/making notes
---
--
-
Subscribe to:
Posts (Atom)