Environmental Science 2/24/14

1. Environmental Science 2/24/14 2/24 Air Pollution TB p. 302-308 answer #1-6 p.308 Exam Review correction 2/25 Film: Clean Air and review questions HW: Read TB p. 314-317 and take CN 2/26 Reading: The Environment HW: TB p. 317 #1-6 2/27 Lab: What is pH HW: Study for Quiz 2/28 Impact of Mercury and Quiz Progress Reports - all late work due

2. Date: 2/24/14 Objective: I can understandfactors that affect air pollution Bell ringer: 1. What fuel type was consumed the most in 1965, in figure 1?

3. Date: 2/24/14 Objective: I can understandfactors that affect air pollution • Independently answer questions #1-2 on TB p. 302 in you NB. Title: TB p. 302

4. Date: 2/24/14 Objective: I can understandfactors that affect air pollution • Independently answer questions #1-2 on TB p. 302 in you NB. Title: TB p. 302 • Independently read TB p. 302-308 and take cornell notes

5. Date: 2/24/14 Objective: I can understandfactors that affect air pollution • Independently read TB p. 302-308 and take cornell notes • Independently complete question 1-6 on TB p 308

6. Date: 2/25/14 Objective: I can understandfactors that affect air pollution Bell ringer: Where is coal formed and what is it formed from?

7. Date: 2/17/14 Objective: I can understandhow fossil fuels are non renewable Question 2-4, 7, 9, 17-21, 23, 37, 39

8. Date: 2/17/14 Objective: I can understandhow fossil fuels are non renewable Question 2-4, 7, 9, 17-21, 23, 37, 39

9. Date: 2/17/14 Objective: I can understandhow fossil fuels are non renewable Independently complete Dwindling Resources worksheet

10. Date: 2/10/14 Objective: I can understand what are fossil fuels and where we find them. Food energy Lab Hypothesis – write out a hypothesis Data is accurate- chips- 2-.5 grams Temperature accurate readings 18-45 Graph labeled and draws correctly Conclusion- connected to hypothesis support or contradict Questions

11. Date: 2/18/14 Objective: I can understand how coal changes to electricity. Bell Ringer: 1. According to figure 10, what fuel production surpassed coal in 2011? 2. In figure 11, what sector most likely used the majority of nuclear power in 2011? Figure 11. 2011

12. Date: 2/18/14 Objective: I can understand how coal changes to electricity. Independently read and annotate WB p. 45-46

13. Date: 2/18/14 Objective: I can understand how coal changes to electricity. With your shoulder partner complete DEJ on WB p. 47 and questions on WB p.48

14. Date: 2/18/14 Objective: I can understand how coal changes to electricity. With your shoulder partner complete WB p. 43 and label coal plant and questions on WB p.44

15. Date: 2/19/14 Objective: I can understand the differences between renewable and nonrenewable energy Independently read TB p. 457-465 and take cornell notes In your notebook

16. Date: 2/20/14 Objective: I can review renewable and nonrenewable energy sources to prepare for an exam tomorrow With your group, answer questions #1-16 on the study guide Person 1 answers question 1 Person 2 answers question 2 Person 3 answers question 3 Person 4 answers question 4 Then each member shares their answer with the group The group decide on the correct answer and then moves to the next person sharing. Each group will be responsible to share their answers with the class after 25 minutes.

17. Due tomorrow 2/17 Dwindling Resources worksheet 2/18 Fossil Fuels- Basics of a Coal Plant 2/19 Film: Electricity and Worksheet 2/20 Study Guide: Energy Unit exam (last 5 weeks) HW: Study for Energy Unit Exam 2/21 Energy Unit Exam and work is collected Date: 2/20/14 Objective: I can review renewable and nonrenewable energy sources to prepare for an exam tomorrow

18. exam • How petrolem is made • Uses of petroleum • Nuclear power source of energy, pro and cons, main use

19. Date: 2/10/14 Objective: I can understand what are fossil fuels and where we find them. Independently read WB p 30-31 And complete WB p. 35-36 Amplitude

20. Date: 2/13/14 Objective: I can investigate the properties of coal. Check home work “Unquenchable thirst” Amplitude

21. Date: 2/13/14 Objective: I can investigate the properties of coal.

22. Date: 2/13/14 Objective: I can investigate the properties of coal.#8 % change= Final-Original x 100 Original2012 - 1502013 - 275

23. Date: 2/13/14 Objective: I can investigate the properties of coal. Follow directions Each member of the group has a role Member 1 observes color and gathers sample Member 2 observes luster and texture Member 3 observes hardness Member 4 measures density Amplitude

24. Date: 2/14/14 Objective: I can graph coal production in Illinois over time. Independently complete Illinois coal production graph and questions Amplitude

25. Date: 2/14/14 Objective: I can coal production in Illinois over time. Work collected today: • WB p. 30-36 “Fossil Fuels” • Coal mine tour worksheet-if you didn’t complete it • HW: AR Energy resources • HW: Worksheet: “Unquenchable Thirst” #1-10 • Lab: Fossil Fuels: Properties of Coal WB p. 29 • Illinois coal production graph and questions Amplitude

26. Date: 2/20/14 Objective: I can coal production in Illinois over time. Work collected today: • WB p. 30-36 “Fossil Fuels” • Coal mine tour worksheet-if you didn’t complete it • HW: AR Energy resources • HW: Worksheet: “Unquenchable Thirst” #1-10 • Lab: Fossil Fuels: Properties of Coal WB p. 29 • Illinois coal production graph and questions Amplitude

27. http://www.oresomeresources.com/media/flash/interactives/coal_fired_power_station/http://www.oresomeresources.com/media/flash/interactives/coal_fired_power_station/ Coal to energy

30. Take out your Explore test results you received in advisory

31. Date: 2/4 Objective: I can review my EPAS scores Student Test Analysis Review Instructions Student Test Item Analysis • Have students take out their MOY student score report • Model process to explain how students will look for questions that they answered incorrectly to determine the reason for their error (use coding and example questions) • Students will complete the worksheet and answer questions at the bottom • Students without test results may either take the test (and then self-grade) as the others work, or assist students who do have sheets • Review the Test • Have students discuss what they found to be amongst their own mistakes: • No time to answer the item • Misconception about a wrong answer choice • Careless error in choosing the answer • Did not know the content • Learned but did not remember • Other • Based on student responses to why they answered a question incorrectly, as well as your own analysis of the test questions, go over the questions addressing the types of errors and ways to avoid mistakes. • Review how they can avoid common mistakes, test-taking strategies, and basic skills as a part of your test review. • UNDER NO CIRCUMSTANCES SHOULD STUDENTS TAKE TEST BOOKLETS WITH THEM!!!!!!!! CLASS SETS WILL BE RETURNED TO MS. ORTIZ IN THE MAIN OFFICE.

35. Date: 2/5 Objective: I can investigate the energy in snack foods Bell Ringer: According to figure 1 and table 1, which species is found downstream of the sewage treatment plant?

36. Date: 2/5 Objective: I can investigate the energy in snack foods Food Energy Lab • Read the directions • Establish roles Person A - measures the mass of Frito, Cheeto, and Dorito Person B – measures 100 ml of water in beaker Person C – measures the water temperature before and after chip burning Person D – Gathers the supplies and cleans up the supplies • Every member completes their own lab report – Hypothesis, data, calculations, graphs, conclusion, ad post lab question

37. Date: 2/6 Objective: I can investigate the energy in snack foods Food Energy Lab • Read the directions • Establish roles Person A - measures the mass of Frito, Cheeto, and Dorito Person B – measures 100 ml of water in beaker Person C – measures the water temperature before and after chip burning Person D – Gathers the supplies and cleans up the supplies • Every member completes their own lab report – Hypothesis, data, calculations, graphs, conclusion, ad post lab question

38. Date: 2/6 Objective: I can investigate the energy in snack foods Work to be completed today • Experiment • Record data • Calculations • Two graphs • Conclusion • Questions

39. Date: 2/5 Objective: I can investigate the energy in snack foods Quiz tomorrow • Know experimental design • Know the results of your experiment • Know the types of energy • Know about coal and natural gas creation, production, and use

40. Date: 2/7 Objective: I can investigate the energy in snack foods Complete your lab • Experiment • Record data • Calculations • Two graphs • Conclusion

41. Top 8 Strategies for the ACT Science Test Read through the instructions carefully, to orient yourself Don't worry about details on your initial read-through Always refer to the passage and the question-stem before selecting an answer In order to read most graphs and tables, you have to do four things: determine what's being represented, determine what the axes represent, take note of units of measurement, and look for trends in the data When reading data, you should be on the lookout for the three characteristic patterns or trends: extremes (maximums and minimums), critical points (or points of change), and direct or inverse variation (or proportionality) If time is a problem, focus on the questions that require analyzing data from just a single table or graph Don't waste time trying to figure out which scientist is "right." Just worry about understanding their different viewpoints Don't panic if you don't understand both scientists' positions. Many questions will hinge on just one of the arguments.

42. In figure 1, the titration curve for ammonium lies approximately:

45. A B C D