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BIOLOGY
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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HONORS BIOLOGY
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IN CLASS:
Objectives: Explain the concept of natural selection and how this process, along with chance events (genetic drift) and gene flow, drives evolution of biological systems
Warm-up: Hominid Skull Lab Introduction [15]
Hominid Skull Lab [60]
Work on TSOTS Student Blog Post Assignment #8
OUTSIDE OF CLASS:
TSOTS Student Blog Post Assignment #8 (DUE 4/5)
Work on Hominid Skull Lab
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AP ENVIRONMENTAL SCIENCE
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AGENDA:
Objectives: Identify alternatives to fossil fuels and the pros and cons of the most developed realistic alternative energy sources
Warm-up: Take out / open pre-tour section of “Energy Report Card” document [2]
Unit 11: Lecture 3: Alternative Energy Sources [15]
School Energy Report Card project tour (POSTPONED UNTIL MONDAY) [55]
Unit 11: Lecture 4: Energy Conservation (on your own)
Personal Energy Use Audit DUE 4/5
Unit 11 Reading Quiz #2—take home—DUE Monday!
In-class debate: The market/markets alone cannot be trusted to lead to increased adoption of renewable, cleaner (than present) energy technology and standards, and governments of all levels must assume the role of primary driver in evolution of energy systems of all types--AGREE or DISAGREE?
OUTSIDE OF CLASS:
Continue work on Personal Energy Use Audit project
Read article: Understanding Japan’s Nuclear Crisis (http://www.wired.com/2011/03/japan-nuclear-crisis/)
Work on your Independent Research Project
Complete take-home quiz:
1.) Describe the benefits (at least 2) and drawbacks (at least 2) of one renewable source of energy discussed in the reading as well as the benefits (at least 2) and drawbacks (at least 2) of one non-renewable energy source.
2.) Of the two energy sources you described in response to the question above, state which one is more utilized (in terms of percentage of total energy consumption per year) by the US as an energy source and provide one reason why this is so.
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