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AP ENVIRONMENTAL SCIENCE
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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
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BIOLOGY
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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)
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Tuesday, March 8, 2016
Monday, March 7, 2016
Daily Summary 03-07
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AP ENVIRONMENTAL SCIENCE
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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
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BIOLOGY
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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)
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--
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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
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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)
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Friday, March 4, 2016
Daily Summary 03-04
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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
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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)
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AP ENVIRONMENTAL SCIENCE
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NO CLASS TODAY (SEE YESTERDAY'S POST)
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BIOLOGY
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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)
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--
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Thursday, March 3, 2016
Daily Summary 03-03
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AP ENVIRONMENTAL SCIENCE
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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)
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BIOLOGY
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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)
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Wednesday, March 2, 2016
Daily Summary 03-02
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AP ENVIRONMENTAL SCIENCE
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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)
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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
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--
-
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
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