Thursday December 18

Following up....

1. Which part of the discussion from yesterday gave you the most difficulty? Why?
2. What mistakes did you make in your data acquisition? Explain.
1. Can you calculate the percent error in your data set?
2. Where (maybe which solar panel) would the error cause the most 

Moving forward....

1. Create a google doc (and share it with me and chris.gorrie@ecotechinstitute.com ) to complete each of the sections from yesterday. 
2. For the questions that require math, please provide me with a "cheat sheet" that provides an explanation of your answer. Please treat this as an FRQ training opportunity and explain your math as you go. If you need me to refresh your understanding of that, please ask.
3. You should expect (over Winter Break) a review of your thinking from Mr. Gorrie. Please treat this as a professional learning opportunity and send him an email thank you note along with any follow-up questions that you might have. 

The last 10 Minutes....

1. Explain in your own words what the graphic to the right means. 
2. Select 3 areas (including Denver) and identify the amount of electricity that strikes a solar panel in each area.
3. Does this map predict how much electricity that any solar panel in a specific region will generate? Why or why not?
4. What does the phrase "flat plate tilted at Latitude" mean?

Wednesday December 17

Warm-Up Video (3:00 minutes)

Break into 4 groups and assign an individual to one of the following roles of responsibility. Be sure to read your responsibilities for the position that you have (handouts are available at the front of the room): (5:00 minutes)

1. Quality Assurance/Quality Control
2. Spokesperson
3. Data Collection/Analysis
4. Group Facilitator

When you have assigned your roles, complete/answer the following: (8:00 minutes)

1. Measure the area of each of the 4 types of photovoltaic (PV) panels that are in the classroom.
2. Look at the electrical specifications label on the back of the PV and find the maximum wattage.
3. Find the amount of daylight that we will experience in Denver today.
4. Calculate (in kWh) the amount of electricity that each of the PV cells could generate.
5. Calculate electrical generation/area (kWh/m2) for each of the PV cells.

In your group discuss and answer the following questions: (12:00 minutes)

1. There are 60 fluorescent bulbs in this classroom that are each rated at 32 watts. How much electricity is consumed by using those lights for a full school calendar year? (Assume 8 hours per day and 185 days each year.)
2. If those 60 bulbs were to be replaced with LED (light emitting devices) that are rated at 12 watts, how much electricity would be saved?
3. The fluorescent lights cost $3.95 per bulb and last for 10,000 hours. The LED's cost $39.95 and last 50,000 hours. 
1. What is the cost to light this room with both of these options? (Electricity in Colorado costs (on average) $0.12/kWh.) 
2. How long (payback period) does it take for the LED option to be less expensive?
4. How many (of the most effective) PV cells would be needed to meet the electrical demand for each of (fluorescent and LED) options?

Use the CER (Claim, Evidence, Reasoning) model to shape your answer to the following questions. (10:00 minutes)

1. If each of the PV cells receives the same energy input (sunlight) can you rate the relative efficiencies of them?
2. Why do you think the solar panels are as efficient (or inefficient) as they are?

Presentation of CER to Christopher Gorrie (President of Eco-Tech). (10 minutes)

Wrap-Up/Close-Out & Next Thoughts (5:00 minutes)

Monday December 15

From this diagram, please be sure that you understand 

1. the relationship between the rotor (blades) and the gear box;
2. the role of the anemometer and the wind vane;
3. the characteristics of blade design;
4. the need for a braking system.

Friday December 12

Good morning APES and happy Friday!
Please remember that we are working today on the triple bottom line...

People = black
Planet = blue
Profit = green

Please review the information below and then review the questions on this google doc and answer the questions on your own doc. You will then share your answers with another person in class (verbally) and with me (electronically).

Issue Topic #1: Promotion of wind turbines by pointing out the negative issues associated with other resources.

1. Which of the 3 P's are used in this "advertisement"? Provide an example of any that you identified.
2. What is your reaction to this video? Why do you think that you reacted in this way?
3. Do you think that you should question any of the information from this "advertisement"? Why? Why not?

Issue Topic #2: A manufacturer of wind turbines makes an "advertisement".

1. Which of the 3 P's are used in this "advertisement"? Provide an example of any that you identified.
2. What is your reaction to this video? Why do you think that you reacted in this way?
3. Do you think that you should question any of the information from this "advertisement"? Why? Why not?

Issue Topic #3: Wind Power

1. Which of the 3 P's are used in this "advertisement"? Provide an example of any that you identified.
2. What is your reaction to this video? Why do you think that you reacted in this way?
3. Do you think that you should question any of the information from this "advertisement"? Why? Why not?

Wednesday December 10

The Gear Ratio & Wind Turbines (aka Warm-Up/Write-Up #12)

1. What is the definition of a gear ratio?
2. Draw a diagram of the "beginner" level clock that you built.
3. How does gear ratio relate to wind turbine design?
4. How does the electric car, wind power and the smart grid relate?
5. How does the use of technology allow for the integration of these ideas?

Tuesday December 9

Howdy folks! Happy Tuesday (or happy whenever you are reading this)....

I am having a hard time deciding how much (or little) background material that I want you to know about electrical generation before we start working on how specific resources are used to generate electricity. So I will make a list here for us to work from.

1. Electricity is defined as the flow (or movement) of electrons. 
1. You all know this and so what, but it is really important.
2. The movement of electrons (electricity remember?) can be characterized in three ways:
1. Current (amperes or amps)
2. Energy (voltage)
3. Resistance (ohm's)
3. Of the 11 resources that I introduced last week (see list below) all of the resources (EXCEPT solar and hydrogen) generate electricity in the same way, namely by spinning a turbine.
1. Wind
2. Solar
3. Hydro
4. Tidal
5. Geothermal
6. Biomass
7. Hydrogen
8. Coal
9. Petroleum
10. Natural Gas
11. Nuclear
4. Okay, that being said, if 9 out of 11 require the spinning of a turbine, we should start with what a turbine is right? Of course it's right, I'm the teacher! 
1. Here is a link that explains shows a turbine spinning. I know that it looks like a water wheel, this is of course because it is a water wheel!
1. To reiterate, all of the resources listed above (EXCEPT solar and hydrogen) require a spinning wheel.
2. Some of these resources use water to spin the wheel...
1. hydro
2. tidal
3. Some use wind
1. wind (duh)
4. But most use super heated and pressurized water (steam)
1. coal (mostly)
2. natural gas
3. petroleum (rarely...too precious as a transportation fuel)
4. biomass
5. nuclear (mostly uranium)
6. geothermal
5. Big deal right? We have had water wheels and windmills for 1,000's of years. So what is different about the water wheels and windmills today? (Tilting at windmills for my literary APES?)
1. The whole goal of evaluating all of these resources is really about one thing: "How can we make a wheel spin?"
2. It is what they are connected to!
3. The wheel is connected to a generator.
1. A generator is composed of coiled conductive metal wire (usually copper) that rotate inside of a magnetic field.
2. The movement of the copper within the field induces the electrons in the copper to move....ELECTRICITY!
4. Why Copper?
1. Go back to your chemistry days and riddle me this....where are the valence electrons in copper?
5. Why magnets?
1. What do you know about magnets?
1. You should have come up with a North/South or positive/negative thing.
2. What does this have to do with electricity?
1. What is the charge of an electron?
2. Why does the magnetic field not cause a reaction in (of) protons?
6. Now we have the electromagnet! This is still just a generator and it turns out that the design of a generator is the same as the design of an electric motor. The difference between the two? The direction of the energy input!
7. WOW! That was a lot of information for the first five minutes of class... 
8. Now we can get to the spinning part!
6. First up?  Wind Power. I know that you all think that there is nothing wrong with wind, but we need to look at all sides of the issues.
1. Take a look at a little known (and poorly researched) danger of using wind turbines.
7. The key to understanding wind turbines is the idea of the gear ratio...
1. How did you do? 
2. How did your construction of the gears of a clock relate to the workings of a wind turbine?
3. Seriously though, explain how you calculated the gear ratio for the second hand:minute and the minute hand to the hour hand. This is Warm-Up/Write-Up #12! Better pay attention APES!
1. Part II of the question is to explain why this is relevant to our conversation about the use of windmills and electrical generation.
8. Is all of this enough for a Tuesday? Are you Super Happy It's Tuesday? I know that I am.

Monday December 8

Introduction to Electricity
Conductors and Insulators
Electrical Current
Amperage
Voltage
Resistance
Ohm's Law
Circuit Diagram

At the top of each of the pages (which are linked above) there are questions in red print. Please be able to answer these questions in your notes. The last link covers how to diagram circuits. Please review that and then use a 9-volt battery and a light to diagram and create your own circuit.

1. What are the properties of electricity?
2. How are those properties measured?
3. What is the relationship between voltage and amperage?
4. What is the mathematical relationship between current, amperage and resistance?

Use this worksheet to practice working on the Ohm's Law equation.

Thursday December 4

All of the resources that we looked at yesterday can be described as a specific type of potential (PE) or kinetic energy (KE).

1. What are the 4 forms of PE that we discussed in class? How would you define each?
2. What are the 5 forms of KE that we discussed in class? How would you define each?
3. Be able to identify which form of energy each of the available resources is.
4. The First Law of Thermodynamics governs the movement (flow) of energy. W
1. What are the 3 parts of the 1st Law?
2. Why is the 1st Law important in the discussion of efficiency?
5. What are the energy transformations for an internal combustion engine?

Here is the article that we talked about in class today. It is a very interesting discussion on the ability to be sustainable and the issues with the functionality of sustainability.

Wednesday December 3

Below is a list of questions that we covered in class today. You can use this link to the Energy Information Administration for additional information or if you were absent.

• What are the natural resources that are (could be) used for transportation, electrical generation and heating/cooking? Be able to delineate between renewable and non-renewable. 
• What is an energy mix? What is the energy mix in Colorado? 
• Why do you think that the resources (for electrical generation) are used in the percentages that they are? 
• How are the different areas of use defined? 
• Which sectors use the most and least energy? 
• What is interesting (to  you) about the differences between the sectors? 
• What is efficiency? 
• What is conservation? 

Monday December 1

Welcome to December!
In class today, we will finish our soil experiment using a "new" thinking tool called "CER".

Claim
Evidence
Reasoning

Use these to guide your thinking about our discussion of soil porosity and soil classification.

Warm-Up/Write-Up #11
Discuss how changing soil conditions in the American mid-west (Oklahoma, Nebraska, Kansas, Colorado) might impact the rate of groundwater infiltration and water level of the Ogallala aquifer. This is due typed-up on Friday 12/5

Coming up next....
Chapter 15 (in Chiras, pages 308-337) Renewable Energy

Vocabulary/Concepts
everything on page 337 (a lot I know, but these are specialized terms that you are unlikely to find elsewhere and there are several terms that you will also see below).
Alphabet Soup

Legislation
Motor Vehicle Safety Act
National Appliance Conservation Act
National Model Energy Code
Energy Efficiency Act
Energy Star (Home & Appliance)
Efficiency and Alternative Energy Program
Super Energy-Efficient Home Program

Pre-Thanksgiving Happy Days

Here we go folks.... the long awaited Nanaimo Bar Recipe

In a 9"x 9" pan...
1st Layer Ingredients

1/2C butter or margarine

1/4C Sugar

5T cocoa

1 egg beaten

1 tsp vanilla

2C graham cracker crumbs

1C coconut


2nd layer Ingredients

3T butter or margarine

1 ½ C icing sugar (powdered sugar)

1 ½ T custard powder (Bird’s can sometimes be found at World Market) or Jello (Brand) flan powder

2T milk



3rd layer Ingredients

3oz semi sweet baking chocolate

2T butter or margarine







1st layer Construction:

Melt butter, sugar & cocoa

Stir in egg, vanilla, crumbs, coconut - mix well

press into greased 9x9 pan and put in fridge to cool while making –



2nd layer Construction:

Cream butter

Add icing sugar and custard powder and blend

Blend in milk

Spread on first layer and put in fridge to chill



3rd layer Construction:

Melt chocolate and butter

spread on 2nd layer

Chill in fridge until top layer is hard



Mark the top layer in squares before it gets too hard then it will cut easier.

Thursday November 20

Unit 3 Test!

Wednesday November 19

Please take a look at the post for yesterday to review the lab that we will be working on in class today. If you miss class or are significantly late to class, please plan to make up the lab during 5th or 8th on Monday (11/24).

The lab analysis questions are due on Monday (11/24). Please type them up and be ready to do additional soil work on Monday and Tuesday next week.

God luck on your test tomorrow!

Tuesday November 18

Pre-Lab Greenhouse Experiment

The Soil Analysis Lab will cover one of the three soil quality indicators. (The three indicators are physical, chemical and biological). This lab will evaluate the chemical indicators: pH, nitrates, phosphates and phosphorus. We will look at soil composition (the percentage of silt, clay and sand).

In class today, we will review the procedures for the experiment and run through one of the tests. Please be sure to dress to play in the dirt on Wednesday!

Monday November 17

Pesticides through the years....
Define the following "era's" of pesticide use:

1. Pre-Generation 1
2. Generation 1
3. Generation 2
4. Generation 3
5. Post-Generation 3

Answer the following about each of the above;

1. Define the above pesticide "era's".
2. Provide an example of a pest that was being controlled in each generation.
3. What is an example of a pesticide used in each generation?
4. What is an unintended consequence of the pesticide use?
5. What are the environmental effects associated with one pesticide associated with each generation?

Wednesday November 12th

Soil Degradation & Augmentation Lecture

In class, we will review the presentation linked here.

Please use your book, the presentation and your lecture notes to answer the following questions. NOTE: There are links within the presentation that will aid you in answering Warm-Up #10

Warm-Up/Write-Up #10

1. Identify ONE soil characteristic that is required to grow ONE specific crop (identify the crop).
1. What measure of that characteristic is required for the crop?
2. What test could be conducted to evaluate the characteristic in the soil?
3. What soil amendment could be used to change the characteristic?
2. What role has the technological advancement of agriculture played in global food supply? (In other words, what would happen to global yields in the absence of modern fertilizers?)

As a reminder....we are not permitted to meet during testing Thursday or Friday. I am available after 3:00 PM on either day if you have any questions about this assignment or the Chapter 10/22 readings.

As another reminder....we have a Unit Test on November 20th covering Chapters 10/22 and the Green Revolution article. Anything mentioned in the above is "fair game". 

Tuesday November 11th

Thank a veteran for their service to our country.

In class today, we will look at several different chemicals (pesticides/insecticides and herbicides) that have been used during the last 100 years. In keeping with the Veteran's Day theme, we will start with Agent Orange....
History/Use
Chemical Composition
Exposure Pathways
Health Effects
Legislation


Go to the National Pesticide Information Center
Look up three of the following:
DDT
Arsenic
Permethrin
Citronella
DEET

Complete a summary (each on a separate page) using the above Agent Orange as a model.

Monday November 10th

Chapter 22 Reading Guide

Vocabulary & Concepts:

1. pesticide(s)
1. first generation pesticide
2. second generation pesticides
3. third generation pesticide
4. modern chemical pesticide
5. chlorinated hydrocarbons
6. organic phosphates
7. carbamates
8. narrow-vs-broad spectrum pesticides
9. pesticide resistance
10. biological pesticide 
11. genetic pest control
2. side effects from pesticide exposure (human health effects)
3. pheromones/hormones
1. pheromone trap
2. sex attractants

Alphabet Soup:
FIFRA
NGO
IPM
DDT
Legislation:
FIFRA

Friday November 7th

This week, we have done a LOT of talking about food. Where it comes from; how we increase yields; the substances that we use to increase yields and of course where our food comes from and where it goes.

The next part that we need to discuss is the transition from traditional farming methods to more sustainable methods. Below are a list of questions that you should ask yourself about the food that we (mostly you, because I eat a pretty healthy diet) buy and eat.


Sustainable Agriculture Concepts and Ideas
What is organic?
What is natural?
What does it matter?
Is organic (or natural) healthier for you?
What substances can be used on organic crops?
What is the difference between an approved and non-approved pesticide?


Here is a great article about this topic.

Thursday November 6th

In-Class Conversation (Socratic Seminar Series)
Aqua-Culture
"Farm-Raised" Fish
Over Fishing & By-Catch
Shark Fin Soup

Warm-Up/Write-Up #9: Due Monday 11/10

The continuous growth of the human population has led to a global increase in large-scale industrial agriculture. This type of agricultural practice has had profound effects on various levels of our ecosystem.

a) Identify and explain TWO environmental impacts food production has on ecosystems.

b) Discuss ONE positive and ONE negative concerning the use of aquaculture to produce more food.

c) Identify TWO sustainable agricultural practices of food production.

d) Explain what integrated pest management is and identify ONE advantage and ONE disadvantage to this method.

Wednesday November 5th

Socratic Seminar (Experiment)

Discussion Points:

1. What are the major strategies for solving global food shortage problems?
2. What is the role of subsidies in relation to food production?
3. What role has the developed world (primarily the USA) played in providing food and food related technology to the developing world?

Tuesday November 4th

What is the role of sustainable agriculture as it relates to people (black text), the planet (blue text) and corporate profits (green text)?

Why do some people object to the term sustainable agriculture?

What role has the developed world (primarily the USA) played in providing food and food related technology to the developing world?

CCHS is considering opting out of the federal lunch program. What role could a CSA play in this transition?


Google doc template

BTW.... I am wearing black today to mourn the passing of a great man. Here is his obituary. I spent one hour every Saturday with these guys since 1993. I listened to them while in New Zealand, South Korea, Indonesia and the Philippines. Here is a link to the podcast of their show.
Saturday mornings will never be the same.

Friday October 24

Happy Friday! Fall Break is here..... yeah!
Today, we will look at Amendment 105 which is the GMO Food Labeling bill.

Here is a link to some information on the amendment. I would like you to find two opposing viewpoints (in commercial form would be most humorous) to discuss this issue.  Here is another direct link to opposing views.

How does this amendment relate to our conversations about the Green Revolution?
How much money is being raised for each side of the conversation?

Wednesday October 22

The Green Revolution

Here are the notes that I posted on the board to help you prepare for our discussion on the Green Revolution.

Tuesday October 21

Howdy gang! In class today we will finish the FRQ portion of the Unit 1 test. We will have a test review on Friday.
To prepare for Wednesday and Thursday, please read/review the article linked here.
The reading tips for the article:

1. Read through it once to get an idea about the article; what is the story? Can you summarize the main points/ideas?
1. be sure to use the following words in your summary:
1. agriculture, yield, nutrition, malnutrition, poverty, fertilizer, pesticide, technology/information transfer
2. What are some key events that triggered the "Green Revolution"?
3. What did the Green Revolution ultimately lead to (in terms of current food production)?
4. Is it all good news? What is the bad news?
5. Where did it work? Why? Where did it fail? Why?

We will look at Chapter 10 in Chiras (Creating a Sustainable System of Agriculture to Feed the World's People) after break, please enjoy your break; relax a little, but try and get through this so that we can be ready for a full post-break week of work.
Let me start by saying that this is a DENSE chapter, full of all kinds of goodness, it is the breakfast equivalent of a bowl of bran--but more delicious!
As always, here are key concepts and vocabulary for you to focus in on and make things more manageable.

1. Concepts
1. Population
2. Agricultural Practices
1. yield measurements
2. crop rotation
3. tillage practices
4. strip cropping
5. terracing
6. shelter belts
7. contour farming
8. gully reclamation
9. farmland conversion
3. Irrigation Practices
1. drip line irrigation
2. center pivot irrigation
3. time of day irrigation practices
4. downward spray nozzle
5. desalinization
4. Soil Practices/Issues
1. soil profile
2. soil formation
3. tillage 
4. fertilizers
5. pesticides
6. herbicides
7. salinization
8. water logging
9. wind erosion
5. Crop Modification Practices
1. hybridization
2. cross breeding
3. modifications
4. selective breeding
6. Environmental Issues
1. mono-vs-poly culture farms
2. desertification
3. habitat alteration/destruction
4. population growth
7. Economic Issues
1. farm income 
2. subsidy programs
3. economic incentives
4. trade issues
2. Vocabulary
1. Refer to the vocabulary list on page 192
3. Alphabet Soup
1. GMO
2. FDA
3. USAID (Green Revolution article)
4. HYV (Green Revolution article)
5. CSA
6. USDA
7. 
   
4. Legislation

Monday October 20

Happy Monday!

In class, we will complete the MCQ portion of the Unit 1 test. I know that we ran long and most of you did not complete the FRQ.... that will be for tomorrow!

Wednesday October 15

Today we will cover the Demographics Lab in a slightly different way.

• A review of the Demographics Lab:
• A few clarifying points and a guided peer review.
• Use this document to provide your feedback on the Demographics Lab:
• 1st hour, divide into one of three groups: Group #1, Group #2, Group #3
• 2nd Hour, divide into one of three groups: Group #4, Group #5, Group #6.
• For each of the lab questions, provide your answer/thoughts and respond/reply to one comment per question. Please be respectful in your tone and use this as an opportunity to discuss questions that you might have and clarify issues that your group members might have.

Tuesday October 14th

Study Guide for the Unit 2 Test

1. Chiras (your textbook Blake)
1. Chapter 8
1. population growth
2. global population history
3. total human population 
4. carrying capacity
5. urban, rural and suburban
6. doubling time formula
7. developed, developing and east developed
8. mortality, natality, immigration and emigration
9. exponential growth
10. population pyramid (shapes associated with development status)
2. Chapter 9
1. Stabilization strategies
2. Role of
1. education
2. policy
3. religion
3. Chapter 11
1. biodiversity
2. threats to biodiversity
3. invasive species
1. accidental -vs- intentional introductions
4. environmental rights
5. debt for nature swaps
4. Chapter 12
1. Tragedy of the Commons
2. Threats to 
1. Rangeland
2. Grassland
3. Government owned/operated land
2. Laws, Legislation & Regulations (aka alphabet soup)
1. ESA
2. CITES
3. CERCLA
4. Federal Land Policy & Management Act
5. Public Rangelands Improvement Act
6. Wilderness Act
7. National Wilderness Preservation System
8. Thailand Population Policy (PDA)
9. China One Child Policy
3. Labs, Simulations & Activities
1. Population Pyramids
2. UN Population Growth
3. Biodiversity Lab
4. Carrying Capacity Lab
5. Population Control Discussion (Philippines, China, Liberia & Thailand)

Monday October 13

Monday October 13

1. Population Simulation Activity

This lesson exists in three (3) parts. You should complete part 1 in class today (Monday) and complete 2 at home for HW. We will finish part 3 in class and answer any questions that you might have on Tuesday. All work should be done on the provided data table. This assignment is due no later than the beginning of class on Wednesday.

Friday October 10

1. We have a unit test next Friday (10/17)
2. Dependency Ratio
1. How do they vary based on development status?
3. Population Pyramid 
1. Policy Decisions
2. Estimations & Forecasts
1. Food & Water
2. Healthcare
4. The Week ahead....
1. Please read & review Chapter 9 for Tuesday (2 days)
1. Pay close attention to:
1. Ethics of population growth control
2. The role of education in population growth control
3. The role of religion in population growth control
4. The role of government in population growth control
5. The role of human nature in population growth control
1. Specifically the rights versus responsibilities of citizens
2. Population Simulation Activity (2 days)
3. Unit Test (Friday 10/17)

Thursday October 9

Warm-Up #8: Population Histograms

Go to the CIA Factbook and look up the three (3) countries that you researched for the UN Population Activity that we completed yesterday.
Click on the "People and Society" tab.
Look at the population distribution data table and create a population histogram for each of your countries.

1. Calculate the doubling time for each country
2. Calculate the dependency ratio for each country.
3. Define the term "zero population growth".
4. Which histogram most closely resembles zero population growth?
5. What does it mean to have an "old" or "young" population?
6. How does migration affect a population pyramid?
7. How can the age-sex structure of a population help plan for the needs of that population?

Wednesday October 8

Compare and contrast the following countries:

1. China
2. Thailand 
3. Philippines
4. Liberia

using the following topics and this chart...

1. Government type
2. Government policy
3. Government funding
4. Growth rates
5. Changes in growth rates
6. Primary (predominant) religion
7. Population Control Policy

Tuesday October 7

In class, please complete the graphs that we started yesterday. This should include a graph for:

1. World Population Growth
2. Developing Nation Population Growth
3. Developed Nation Population Growth
4. Least Developed Nation Population Growth

For Homework Tonight (Due Wednesday)

1. Complete the Analysis Questions from the Population Activity.
2. Here is the population assignment. Please complete the questions associated with doubling time.
3. Be sure that you have read Chapter 8 (key reading points provided) and be ready to discuss and take notes in class in Wednesday (10/8).

Monday October 6

Population & Environment

Use this document to investigate the relationship between population growth and environmental effects. The goal of this activity is for you to understand how the populations of different nations are changing and the environmental effects associated with those changes.
UN Department of Economic and Social Affairs
UN Designated Country Designation Status

The vocabulary list for this week is:

1. doubling time
2. histogram
3. inner city syndrome
4. lag effect
5. less developed nation
6. more developed nation
7. developing nation
8. over population
9. overshoot
10. baby boom
11. total fertility rate
12. replacement fertility rate
13. zero population growth

The legislative policies that we will discuss this week are:

1. Thailand population growth policy
2. China population growth policy

The fun facts and quotes for today are:

"human history becomes more and more a race between education and catastrophe." - H.G. Wells

"you cannot escape the responsibility of tomorrow by evading it today" -A. Lincoln

Friday October 3

Quiz #2 (Laws/Legislation & Vocabulary from Chapters 11 & 12)

Viral Comparison: HIV & Ebola

1. What are the origins of each virus?
2. What species is the natural host of each virus?
3. What human actions led to the transmission of the virus (the outbreak)?
4. Why was it possible for each virus to make the jump to humans?
5. Why Africa?

The week ahead.... 

Please have Chapter 8 read by Tuesday (10/7). Focus on the following as you read and take notes:

1. global population trends (historic and current)
2. carrying capacity (review)
3. technologically expanded carrying capacity
4. population histograms
5. exponential growth
6. doubling time (concept and formula)
7. Thailand Population Control Case Study
8. Urbanization Trends
9. UN Designated Country Status (Less Developed, Developing, Developed)
10. Key Terms (Page 151, define and be familiar with)

Thursday October 2

What are the issues associated with the increased global consumption of meat?

North Korea @ Night- How does the lack of meat change the way that we grow?

Bovine Growth Hormone & Early onset puberty-How does the increased consumption of meat and dairy change the way that we grow?

What are the health effects of increased consumption? CDC Report

Hog Farm, Methane Measurements, Methane (Part 2) - What are the environmental effects of meat consumption?

Wednesday October 1

1. Tracking disease outbreaks (Ebola as a case study)
2. Specialist -vs- Generalist
3. Warm-Up #7 (Write-up is due on Friday)

Between 1950 and 2000, global meat production increased from 52 billion kilograms to 240 billion kilograms. During this period, the global human population increased from 2.6 billion to 6.0 billion.

1. Calculate the per capita meat production in 1950 and 2000.
2. Use the values from #1 to calculate the change in global per capita meat production during this 50 year period as a percentage of the 1950 value.
3. Discuss why it is more efficient to produce grain for human consumption than to produce meat for human consumption. In your answer, consider both land use and energy use.
4. Describe TWO environmental consequences of the increase in the production of meat for human consumption.
5. Identify and explain one potential advantage and one potential disadvantage for human health of a diet that contains very little meat.

Tuesday September 30

Review of Chapter 12 reading
Be sure that you have created (somewhere in your notes) the following:

1. Vocabulary Review Page
2. Legislation/Law Page
3. Acronym List

Be able to create a point-vs-counter point argument for all of the key concepts defined in class. Remember to listen to the voice in the back of your head

1. be precise and concise
2. keep it short and sweet (kiss)
3. read the question and then read your answer....
1. did you answer the question? 
2. did you answer the question without fluff?
3. is your answer easy to find/identify?

Monday September 29

1. Review of Warm-Up #6
1. Scoring Standard Example
2. This Day in History...
1. Rudolf Diesel
1. Who was he?
2. Why does it matter?
3. Homework Assignment- Read Chapter 12 with a focus on
1. The Tragedy of the Commons
2. Rangeland Ecology
3. Sustainable Rangeland Management
4. Tropical Rainforest Management & Protection
5. Forestry Management & Forestry Practices
6. The Spotted Owl
7. Wilderness Management
8. Vocabulary
1. basal zone
2. BLM
3. clear-cutting
4. selective cutting
5. rotational grazing
6. surface runoff
7. erosion
8. feedlots
9. Legislation
1. National Wilderness Preservation System/Wilderness Act
2. Public Rangelands Improvement Act
3. Federal Land Policy and Management Act

Friday September 26

In-Class today...
We will review the Unit 1 test. Please refer to the scoring guide for FRQ information.
Please turn in Warm-Up #6.
Over the weekend, please read Chapter 11 focusing on the 8 key points that we discussed in class today. (Those items are listed under yesterdays date.

Thursday September 25

Importance of Biodiversity & Importance of Developing a Voice

Invasive Species (199)

Exotic Pets & Animal Testing (199-201)

Habitat Alteration (200-201)

Eco-Tourism (203)

Wolf Re-Introduction (213-215)

Debt-For-Nature Swap (217)

The Biodiversity Treaty (219-220)

Playing God with Nature (218)

"To the conservationist, what is civilized in us is not music, literature, cinema, or architecture, although they represent tremendous accomplishment, but a compassion for all living things and a willingness to do more than simply care." -Chiras

Wednesday September 24

Warm-Up #6:

Species such as the dusky seaside sparrow, the passenger pigeon and the wooly mammoth are extinct. Populations of other species have declined to the point where they are designated as threatened or endangered.

1. Identify one threatened or endangered species.
2. Explain why its population has declined.
3. Describe the characteristics of organisms that would (or has) made them particularly vulnerable to extinction.
4. Present three (3) arguments in favor of the maintenance of biodiversity.
5. Name and describe one United States federal law AND one international treaty that is intended to prevent the extinction of species.

                                                                                     
In the news....

Japan has announced plans to continue whaling in the Antarctic.

Liberia and Norway announced a plan to pay for forest conservation.

What is the role of the Polar Bear in the Arctic food chain?

Here are 10 Species that your children might not see in the wild.

Presentation: Species Preservation

Reminder....

1. if you missed the exam last Thursday, you have until tomorrow (Thursday) to make it up. I will be entering grades tonight (0's) if you have not taken care of this. We will review the test on Friday. 
2. There is a "new" homework tab on the right side of the menu bar on the homepage that lists all assignments, due dates and links to additional information!

Tuesday September 23

We do not have class today. Please make sure that you complete the reading and analysis questions for Wednesday. We will have warm-up #6 on Wednesday morning when you come in based on your reading and my lecture on the Endangered Species Act.  Enjoy your day!

Monday September 22

In-class: Complete the Parking Lot Biodiversity Lab and turn in at the end of class.

Homework: Read pages 208-209  in Chiras and answer the questions on page 208. (Typed up and turned in for Wednesday.)

Thursday September 18th

Unit #1 test in class today. When you have completed the test, begin work on the biodiversity lab that we started on Tuesday. The lab is homework and is due on Monday. I hope that you enjoy your long weekend. Take some time for yourself and enjoy some nature!

Wednesday September 17th

Warm-Up #5 (If you were absent, please review this information; if you were in class, you have already earned credit for this one!)
Background
What is the per capita income of the United States?
What is the population of the United States?
What is the per capita income of China?
What is the population of China?
What is GDP?
Write-Up
How can you use the information above to create a "rough" measure of GDP?
How do the US and China compare in terms of per capita income and GDP?
What is the annual salary of a person in the US who earns minimum wage?


You have a unit test tomorrow. Please study up!

Tuesday September 16th

"Growth for the sake of growth is the ideology of the cancer cell." -Edward Abbey

Edward Abbey is a renowned natural/environmental writer who loved the American southwest. He was particularly disappointed in the dam(n)ing of the Colorado River in Glen Canyon. Based on the above quote, do you feel differently about increased economic prosperity and the development of natural areas (resource extraction/exploitation)?

One of the impacts associated with human development is a loss of habitat and species. Scientists are able to measure the variety and richness of an ecosystem using the Shannon Diversity Index. Today, you are going to recreate this measure in a lab activity.

1. For today:
1. Please turn in the Carrying Capacity "mini-lab" activity that was assigned yesterday.
2. Please pick-up (or print out if you are absent) the above handout (back of the room). In addition, here is the data collection sheet. (You need two (2) of these; one (1) for a faculty lot and one (1) for a student lot.)
3. Complete the data collection for two (2) lots on campus today. You should complete the first during class and the second during an off-hour. Be sure to describe the lot that you inventoried and the time (hour) that you completed the survey.
2. For Homework tonight...
1. Complete the pre-lab questions (1-3).
2. Complete the first three (3) columns for both of the data collection sheets (i, ni, pi).

Monday September 15th

“All ethics so far revolved around a central premise: that the individual is a member of a community of interdependent parts. . . . The land ethic simply enlarges the boundaries of the community to include soils, waters, plants, and animals, or collectively: the land. . . . In short, a land ethic changes the role of Homo sapiens from conqueror of the land-community to plain member and citizen of it. It implies respect for his fellow members, and also respect for the community as such.”
                                                            -Aldo Leopold, A Sand County Almanac

Notice that Leopold speaks of "interdependent" parts... how do we change the way that we think of ourselves to allow for the idea that we are as important as the banana slug or polar bear or microbe?

The Plan for the Week:

1. Evolution & Species Interaction
1. Mini-Lab Activity
1. Vocabulary
1. carrying capacity
2. primary productivity
3. ecosystem
4. acre -vs- hectare
5. diameter at breast height (dbh)
6. population density
7. succesion
2. Complete the graph and data analysis questions in class.
2. Biodiversity Lab
1. Vocabulary
1. biodiversity
2. 
   
2. Review the Sustainability Research Question
3. Review of Warm-Up #4
4. Introduction of Warm-Up #5
5. Unit #1 Test on Thursday

Thursday 9/11

Review of Warm-Up #4

Link to hours of daylight....

Wednesday September 10

9/10/14

1. Climate Change & Species Interactions
1. Go to this National Geographic article.
2. Create a google document (share it with me and one other person)
3. For each of the 7 species listed: 
1. identify their habitat (biome)
2. identify the cause of the threat
4. for one of the species, 
1. identify the difference between specialization and generalization (as it relates to the ability of the species to adapt/survive.
2. identify the animals place within the food chain/web
3. explain the direct or indirect role of humanity
5. Follow a link (within the article) to one of NatGeo's other stories about the animal and summarize the information contained in the adjoining article.
2. Review your partners google doc using this rubric.

On Tap for next week....

1. Warm-Up & Write-Up #5 (Monday)
2. Unit 1 Test (Thursday)
1. Review the following:
1. Chapter 1
2. Chapter 2
3. Chapter 4
4. Chapter 24
5. Notes on discussions/presentations
6. Warm-up Activities
7. Sustainability Research Question
8. Biome Presentation

Tuesday, September 9

1. A Review warm-up #2 and #3.

1. The Ebola Virus
1. putting words with numbers
2. vaccine development
3. immunity
2. Population Change in the USA
1. mortality & natality
2. emigration & immigration
2. Warm-Up & Write-Up #4
1. precise & concise
2. re-read my question & your answer.... do they match?
3. Review of your sustainability and environmental ethics research question.
1. comments & feedback for you tomorrow...
2. next draft (last? maybe) due on Monday 9/15
4. Review of your social networking environmental challenges.
1. examples & idea sharing
2. decision time!
3. how will we communicate it and how will we share it?
5. Introduction to Unit #2: Species Interactions & Evolution (tomorrow or Thursday)

September 8

This week in APES...

1. A Review warm-up #2 and #3.
1. The Ebola Virus
1. putting words with numbers
2. vaccine development
3. immunity
2. Population Change in the USA
1. mortality & natality
2. emigration & immigration
2. Warm-Up & Write-Up #4
1. precise & concise
2. re-read my question & your answer.... do they match?
3. Review of your sustainability and environmental ethics research question.
1. comments & feedback for you
2. next draft due on Monday 9/15
4. Review of your social networking environmental challenges.
1. examples & idea sharing
2. decision time!
5. Introduction to Unit #2: Species Interactions & Evolution

September 4

The continuing discussion of the "commons" and the impacts of population growth on biome functioning.

Please look at this data set about population.

1. Identify the areas described in the data set. (In other words, be sure that you can recognize where each of the regions in the data set are found on a map.)
2. Create a google spreadsheet (share it with me) and enter the data for each of the eight years and each of the six regions plus global totals.
3. Choose a graph (other than the pie graph presented) that you think will describe the population trends. 

Analysis Questions:

1. What region do you think is the most limited (in terms of population growth) by natural resource scarcity? Why
2. What region do you think has the most capacity for growth (according to the data)? Why?
3. Where do you think a population decrease is most likely? Why?
4. What does the term "carrying capacity" mean? 
5. Does the Earth have a carrying capacity for humanity? Explain your thoughts.
6. Has humanity reached the carrying capacity yet? How will we know?

For tonight and this weekend...

1. Please re-read and review the Garret Hardin article. (tonight)
2. Please read pages 540-553 in Chiras. (this weekend)
1. Individual Action Counts... you all know about the ice bucket challenge, so here is my variation: use the weekend to create your own challenge that will allow for the silliness of social media to be appeased but will spread the word about an environmental issue of your choosing. You may post to twitter, FB, google+, instagram, etc. 
3. Final read and revision of the sustainability research question. Please turn in on Monday.

September 2

Happy September....One month down and nine to go!

This week we will wrap up our ecology unit and transition to "Species Interactions & Evolution".  Your HW for the week is as follows:

1. Matter/Nutrient Cycle
1. carbon
2. nitrogen
3. water
4. phosphorus
2. Tragedy of the Commons (Reading)
3. Graphing Population Trends
4. Warm-Up & Write-Up (Ebola)

We will start today with this presentation....it will take us several days to complete, so this will evolve as needed. There are links for all of the HW assignments on the presentation. I will add the links to the above list. 

August 29

It's Friday!

You have a quiz today. The format may be new for many of you; this will be a google form document that requires you to log-in with your Creek account. This quiz is an 8 question multiple choice event based on our first two weeks together...  it is drawn from our discussions, presentations and articles.

In class today, after your quiz, we will be discussing the nutrient and matter cycles that operate in each of the biomes. I would like you focus on a couple of key concepts as we move through the cycles.

1. Please pay attention to the different forms that the elements take;
2. Identify the mechanism (energy transfer) that causes the molecular change.
1. Be sure to identify the specific organism (as appropriate).
2. Be sure to identify the specific type of energy that is required
1. this includes possibilities from multiple energy groups that we have discussed in class, including:
• potential (chemical, nuclear, mechanical & gravitational)
• kinetic (motion, sound, radiant, thermal & electrical)
• renewable energy sources
• non-renewable energy sources
3. You will use the chrome books to review the following sites and create your own diagram/notes of the cycles. 
1. Penn State University School of Earth and Mineral Sciences: Carbon Cycle Feedbacks
2. MIT Open CourseWare: Environmental Earth Science: The Water Cycle
3. University of Minnesota: College of Food, Agriculture and Natural Resource Sciences: Phosphorus Cycle
4. University of Minnesota: College of Food, Agriculture and Natural Resource Sciences: Nitrogen Cycle

Please remember to review your sustainability research question along with your peer reviewers comments. I would like to see (hard copy, Times New Roman, 12, double spaced) a revised rough draft on Tuesday.  I hope that you all have a great weekend. If you have any questions, I will be checking in periodically from the "Ranch" and will post pictures next week of some sustainability/ecology interest!

August 28

Happy Thursday!

Please remember to send me your biome tri-fold tonight! The instructions and sign-up information are found on the blog from Monday and Tuesday.

Yesterday, we talked about the starting point of all biome interactions and all of the energy on Earth, coming from an energy source.

We need to finish the presentation from yesterday and we need to discuss how the biomes are connected and inter-related.

We need to evaluate how that energy drives the matter and nutrient cycles that are critical to the functioning of a biome.

Carbon
Water
Nitrogen
Phosphorus

August 27

Good morning! We have a busy agenda for today. Please make a list of the following 11 types of natural resources:

1. coal
2. oil/petroleum
3. natural gas
4. nuclear materials (uranium eg.)
5. solar
6. wind
7. hydro
8. tidal
9. geothermal
10. bio-mass or bio-fuels
11. hydrogen

We will be talking about how these fuels are classified and how they relate to our discussion of biomes. We will review the Laws of Thermodynamics and explore how these "rules" determine how energy transfers take place.

Here is the presentation for today.

Please turn in your week #2 write-up (population warm-up question).

Here is the biome sign-up sheet! Sorry for the late post.  Have a great night and see you all tomorrow!

August 26

Happy Tuesday!

Agenda for the day is as follows:

• 5 minutes to pair and share with a classmate on the warm-up & write-up activity presented yesterday (which can be found here) and will be on board when you get to class.

BTW...the population of China is 1.351 billion and the population of India is 1.237 billion. The US is third with a population of 313.9 million. Global population is 7.046 billion (and rising!).

• 5 minute review of expectations for the write-up....precise and concise please!
• 10 minute introduction of the biome presentation which is due on Thursday (8/28). The instructions for this activity can be found here.
• 30 minutes for peer review introduction and actual review of research summary from the sustainability article that we read last week. 

Homework:

1. Use Chapter 4 and the glossary of Chiras to define the vocabulary words given to you yesterday. Please be sure to use this information as you begin to construct your biome presentation.
2. The "population" warm-up & write-up is due on Wednesday (8/27).
3. The biome presentation is due on Thursday before midnight.

August 25

Happy Monday!

I hope that you had a great weekend and that you are starting to get back into the swing of things. We have a busy week ahead and I want to start this week by providing you with a list of the material that we are going to cover.

• You will share your environmental ethic;
• You will have your first reading from the Chiras text; 
• You will complete your first three (3) observation diary entries;
• You will complete another warm-up & write-up activity;
• You will have your first quiz;
• You will make & complete your first presentation.

Busy week right? I want to accomplish a lot so that I can give you some time off over the long weekend (cross your fingers!). I want you to know that I value your time and will do my best to provide you with assignments that will enable you to reach our goal and not waste your time.  In case that goal was not stated clearly enough last week... everyone in class earns a 3 or higher on the AP exam, which is the point where colleges begin to award credit for this course. In addition, I have a goal that my students collectively average a 3.8 on the exam, which means that many of you will be scoring 4 or 5 this spring....

Enough yammering! Here we go:

Week #2: Warm-Up & Write-Up

Basic Ecological Concepts

Diary Observation Form

August 22: Developing your Environmental Ethic

Today is a reflection and resolution day.

Explain what your environmental ethic is....

• you may use pictures or poems;
• you may use detailed flowcharts with footnotes and citations;
• you could even perform an interpretive dance!

The point in this exercise is for you to find a voice for your connection to this planet.

Thursday August 21

What is your environmental ethic?

The presentation from class can be found here.

Use the following questions to help shape your personal ethic...

1. How do you "see" the earth?  Is it beautiful or ugly or somewhere in between?
2. What do you "feel" about the natural world?
3. Do you feel joy or sorrow, pain or pleasure about animals or sunsets or white-capped mountains?
4. Do you "understand" the natural world and how its components are related? Or are its ways foreign?
5. Do you "love" the earth - or do you feel alien from it?
6. Do you care for its well-being, feel for its suffering, want to heal its wounds? 
7. Or does thinking about the earth in such terms seem inaccurate and far-fetched? And, to use the last of Leopold's terms, do you have "faith" in the earth?
8. Perhaps this is a religious faith? 
9. Or perhaps this is faith in the sense that you count on the earth to provide well for your life?
10. Or perhaps the earth is faithless, a fickle friend at best?

Wednesday, August 20

Here is the presentation for the Sustainability: Environmental Ethics article that you read yesterday. At the end of the presentation, there are 5 research questions. Please select one question and prepare a rough draft of your answer for Monday (8/25).

Tuesday, August 19

On-line Survey

Book Check-Out

Environmental Ethics Presentation

Reading (to be done) for Wednesday: Sustainability: Ethical Foundations 
original link can be found here

Homework (to be done) for Wednesday: W-U & W-U (rural, urban or sub-urban?)

Daily Outline of Events

Monday August 18, 2014

Introductory Information

• Lab/Field Activity Permission Form
• Course Description & Expectations
• Pre-course on-line survey
• Service-Based Learning (SBL) Requirement