Tuesday, March 24, 2015

Wednesday March 25

Use this website to complete the refinery diagram worksheet. Be sure to look at the relationship between temperature, pressure and the length of the hydrocarbon chain. Be sure to hit the "forward"button for each of the refined products to see what they are used for.

In order to use the "cradle to grave" approach for oil, you need to know:

  • the source material;
  • the extraction process;
  • what each of the refined products are made of (elements);
  • the energy inputs of the refining process;
  • the sector of use;
  • the result of use (combustion products for example).

Review this video in order to use the "cradle to grave" approach for coal, you should be able to answer the following:

  • the source material;
  • the extraction process (mining);
  • the 4 types of coal;
  • what is coal used for/the sector of use;
  • the result of use (finished products for example).
Check out this website. It illustrates from extraction to burner, the story of natural gas. Be sure to take the quiz at the end of your tour (lower left of the list) to see how you score compared to the national average. As before, check out the following
  • the source materials;
  • the extraction process and/or the conversion processes;
  • what each of the refined products are made of (elements);
  • the energy inputs of the refining/conversion process;
  • the sector of use;
  • the result of use (combustion products for example).
For all of the above fossil fuels, 
  1. what do you think about the way that these materials are being used? 
  2. Are they highly specialized or can they be used for multiple applications? 
  3. Does the level of specialization make them more or less valuable? 
  4. List the ways that you have interacted with each of the resources so far today.

Thursday, March 19, 2015

Thursday March 19

APES Energy Problems
1. How much energy, in kJ, does a 75 Watt light bulb use then it is turned on for 25 minutes?
2. The Kilowatt Hour, or kWh, is not a unit of power but of energy.  Notice that kilowatt is a unit of power and hour is a unit of time.  E = P x t  (rearranged from above).  A kilowatt hour is equal to 1 kW delivered continuously for 1 hour (3600 sec).
Assume your electric bill showed you used 1355 kWh over a 30-day period.
a.) Find the energy used, in kJ, for the 30 day period. 
b.) Find the energy used in J/day.
c) At the rate of $.0749/kwh, what will your electric bill be for this month?
3.  A 100 Watt light bulb is 20% efficient. 
a.) How much energy does it use in 12 hours of operation?
b.) How much energy does the bulb convert to light during 12 hours?
4. An electric clothes dryer has a power rating of 4000 W.  Assume a family does 5 loads of laundry each week for 4 weeks.  Assume each dryer load takes 1 hour.
         b.) Find the operating cost for 4 weeks.  Assume cost is $.0758/kWh
5. Refrigeration is costly in terms of energy usage.  A single-door, manual defrost refrigerator uses 600 kilowatt hours/year (abbreviated kWh/yr).  A large, 20 cu ft two-door automatic defrost refrigerator uses 1880 kWh/yr.  How many kcal/yr do each type of refrigerator use?  1kWh = 860kcal.
6. Assume you use an air conditioner for a total of 137 days, 24 hours per day, at a rate of 7.25 kWh per hour.  Assume the cost per kWh is $.0825 and 1 kWh = 3400 BTUs. 
a.) Calculate the total number of kWh used per year.
b.) Determine the cost of air conditioning for one year.
c.) How many kcal are used per year?
d.) How many BTUs are used in one year?
7. Suppose your electric lights use 400 watts per hour and average four hours per day, every day for one year.
         b.) If replacing the lights with a fluorescent bulb would save 60 w per night, what savings in kWh does this represent in one year?
         c.) If the fluorescent bulb costs $18 but lasts for 10 years, would you consider it a wise investment over incandescent bulbs?  Explain your answer.
8. Transportation energy is costly.
         a.) Calculate the gallons of gas use just for going to the supermarket in one year if you take 5 trips to the store per week, traveling 7.5 miles roundtrip, and your car gets 22 miles per gallon.
         b.) Convert the gallons to kcal/year if there are 32000 kcal per gallon.
c.) What are some of the other energy uses associated with getting foodstuffs to the consumer other than transportation costs?
d.) What suggestions would you make to the “average American” to help save energy and money relating to the answers you gave in C?
9. (This question is extracted word for word from the 1998 APES exam)  The environmental impact of washing a load of dirty dishes in an electric dishwasher differs from that of washing them by hand in a sink.  Use the information and data below to answer thee questions that follow.  Show your calculations.

Assume:
      i.         The dishes all fit in one load.
    ii.         The water coming into the water heater for the sink and into the water heater in the dishwasher is at 50o F.
   iii.         The water heaters for the sink and the dishwasher are both 100% efficient.
  iv.         In one complete cycle, the electric dishwasher uses 10 gallons of water heated to 140o F and the dishwasher also uses 0.500 kWh of electrical energy for its mechanical operation.
    v.         Washing the dishes by hand requires 20 gallons of water heated to 110o F.

Other Information:
         1 gallon of water = 8 lb. water
         1 BTU = the amount of energy needed to raise the temperature of  1 pound of water by 1o F.
         1 kWh = 3400 BTUs.

a. Calculate the total energy (in BTU’s) used both to heat the water and run the electric dishwasher to wash a load of dishes.
c. Discuss the economic and environmental costs and benefits of
         i. using the electric dishwasher (including its manufacture and disposal)

         ii. washing the dishes by hand

Wednesday, March 18, 2015

Wednesday March 18

In-class, complete the energy primer handout, excluding question 8a -8c. You need to make note that the combustion of 1 gallon of gasoline releases 18.5 pounds of carbon dioxide in order to answer the remainder of question 8 (d-g).

Be sure to complete the reading guide for Chapters 14 & 15.

Use this website. Be prepared to discuss in class on Friday the following:
  1. What needs to be done to meet each of the goals?
  2. What type of community would work best for a case study?
  3. What recommendations would you make for the CCHS community?
  4. What recommendations would you make for the GWV community?
  5. Why not?

Warm-Up #5-2 This is due on Friday 3/20
  1. What is OPEC? 
    1. what does OPEC stand for?
    2. who are the OPEC member nations?
    3. what is the goal of OPEC?
    4. what is a production level?
    5. what is the current production level established for each OPEC nation?
  2. Use this website to look at current OPEC production values 
    1. Click on the 2002 PDF, go to page 36 and create a table for the proven reserves of OPEC member nations for the 5 year period 1998-2002.
    2. Click on the 2014 PDF, go to page 22 and create a table for the proven reserves of OPEC member nations for the 5 year period 2009-2013.
    3. What trends do you notice?
    4. How can you explain your observations?
    5. How does this information relate to the current OPEC production levels?
Chapter 15 Reading Guide
  1. What does the term renewable energy mean?
  2. What does the term traditional energy mean?
  3. What does the term alternative energy mean?
  4. How do the above terms differ?
  5. How does conservation and efficiency relate to the use and availability of energy sources?
  6. How is energy efficiency encouraged by the US federal government?
  7. How is energy efficiency discouraged by governments other than the US?
  8. In developed countries, what are the sectors of energy use? (For what purposes do you use energy?
  9. Create a list of the renewable energy sources discussed in this chapter.
    1. Where does the energy come from?
    2. What are the advantages of the renewable compared with traditional sources?
    3. What are the disadvantages of the renewable compared with traditional sources?
    4. Provide a comparison of costs.
  10. How many different ways can energy from the Sun be utilized? 
    1. Why is this relevant in Colorado?
  11. How do solar panels generate electricity?
  12. How do hydrogen fuel cells generate electricity?
  13. On page 322, the photo labeled "b" shows a drum filled with water. 
    1. What is the significance of the water in the drum?
  14. Read the case study on page 316. 
    1. What is the hyper car?
    2. What is a hybrid car?
    3. What is a plug-in hybrid?
    4. How do hybrid cars work?
    5. How do plug-in hybrid cars work?
    6. What is the relationship between the warm-up this week and the hyper car?

Monday, March 16, 2015

Thursday March 12

The Free Response
How do you approach an FRQ that you have never seen before? With calm confidence!
Review the FRQ handout provided in class. Be sure to use dimensional analysis to answer the questions. One of the best approaches to evaluating metals is to think about intended uses. Here is a list of the types of metals found in batteries.  When you have completed the activity, use the scoring guide to evaluate how you did.

Friday March 13

Energy Unit
Reading Guide for Chapter 14

Non-Renewable Resources:

  • coal
  • oil (petroleum)
  • natural gas
  • nuclear

For each of the above,

  1. where do the resources come from?
  2. how are the resources extracted?
  3. how are the resources transported from point of extraction to point of use?
  4. what are the issues associated with the transportation of the resource?
  5. how are the resources prepared for use? 
  6. what are the resources used for?
  7. how are the resources disposed of?
  8. what are the effects of resource disposal on
    1. the atmosphere?
    2. aquatic ecosystems?
    3. terrestrial ecosystems?
    4. human health?
  9. what are the geo-political ramifications of resource acquisition and use?
  10. what is the timeline for the past and future use of the resource?
  11. what legislation governs the 
    1. extraction
    2. processing
    3. transportation
    4. use/disposal 
Warm-Up #5-2 (This is due on Friday 3/20, along with an article about one of the resources discussed in this chapter...
  1. What is OPEC? 
    1. what does OPEC stand for?
    2. who are the OPEC member nations?
    3. what is the goal of OPEC?
    4. what is a production level?
    5. what is the current production level established for each OPEC nation?
  2. Use this website to look at current OPEC production values 
    1. Click on the 2002 PDF, go to page 46 and create a table for the proven reserves of OPEC member nations for the 5 year period 1998-2002.
    2. Click on the 2014 PDF, go to page 22 and create a table for the proven reserves of OPEC member nations for the 5 year period 2009-2013.
    3. What trends do you notice?
    4. How can you explain your observations?
    5. How does this information relate to the current OPEC production levels?


Monday March 16

Here is an "energy primer" for you to review. I will provide a worksheet (FRQ-dimensional analysis) for you on Wednesday that is due on Friday.
As a reminder, I am available to review the last unit test and begin to prepare for the EXAM tomorrow. I will be in my room (or in the greenhouse if you can't find me) for help. Be proactive and use these days to your (our) advantage.

Tuesday, March 10, 2015

Wednesday March 11

Use this presentation to review chapter 23 (Solid Waste Disposal) and answer the questions below.

  • What are the types of waste streams?
  • What type of waste represents the largest percentage of solid waste (by weight) generated in the US?
  • What are the disposal options for the different streams?
  • Why is the "throughput" or "cradle to grave" approach to waste disposal important?
  • What are the factors that contribute to the use of a particular waste disposal option?
  • Why is product/material design and substitution an important component of waste disposal?
  • What is an economic externality? Provide an example of an economic externality described in the presentation or in the book.
  • List and define all of the pieces of legislation that are listed in this chapter.
  • What are UST's? What are they used for? What is the environmental issue with them?

Here is a bank of questions that you can use to review for the test on Friday. Please remember that there will be an FRQ that deals directly with dimensional analysis.  The composition of the test is 25 MCQ and 2 FRQ.

Here is a nice little study diversion activity. Let me know what your high score is!

Monday, March 9, 2015

Friday March 6

Find an article about a toxic exposure/leak....

  1. What is the toxin?
  2. What exposure pathway was discussed?
  3. What length of exposure occurred?
  4. What body systems or organs are impacted?
  5. How are the body systems or organs impacted?

Thursday, March 5, 2015

Thursday March 5

The Lessons of Love Canal

  1. Corporate Ownership 
  2. Property Transfers (buying & selling)
  3. Laws
    1. RCRA
    2. CERCLA
    3. Superfund
  4. Cradle to Grave

Tuesday, March 3, 2015

Wednesday March 4

Be sure to complete the Love Canal assignment from yesterday. We will be talking (to each other) in class tomorrow about stakeholders and the progression of the Love Canal event. The 23 study guide is set and is heavy on Love Canal, use it to help prepare for tomorrow.

Chapter 23 Reading Guide

Vocabulary:
aseptic container
input approach
output approach
source reduction
land disposal
municipal solid waste
sanitary landfill (lined landfill)
secured landfill
landfill
waste reduction strategies
recycling
composting
decomposition (high and low temperature; aerobic and anaerobic)

Alphabet Soup:
CERCLA
RCRA
WTE
NIMBY

Legislation:
Superfund Act
CERCLA
RCRA
Marine Protection, Research and Sanctuaries Act
Nuclear Waste Policy Act
Ocean Dumping Ban Act

Concepts & Big Ideas
Love Canal


Tuesday March 3

I am feeling a bit philosophical about the education system after a couple of conversations with you. One of the ideas that was discussed was this article that bemoans (once again) the state of the US education system. There are some issues (in the article) that I want to address with this activity. First off, pay attention to the bold, underlined terms in the questions below. Focus on those terms as you answer the questions. This is not about right and wrong, this is about you thinking and reasoning. It is about you using the information that you possess to reason and make decisions.

The Love Canal Tragedy

Here is the introductory video that I want you to watch. The Love Canal Tragedy is a case study in the use and disposal of the chemicals that are a cornerstone of our quality and way of life. Here is a presentation done by Michigan Tech about Love Canal. It lists the chemicals and provides an interesting perspective on the event.


  1. What are the important pieces of information that you think you should know about the Love Canal Tragedy?
  2. Why do you think that this information is important to understand the relationship between environmental protection laws and Love Canal?
  3. Identify the stakeholders involved in this event.
    1. Ascribe moral, financial and economic responsibility as you see fit;
    2. Which groups are blameless in this event?
  4. Of the toxins that have been identified, find one that fits each of the following criteria (without repeating or using the same chemical for multiple categories).
    1. Mutagens (Genetic)
    2. Carcinogens (Cancer)
    3. Teratogens (Reproduction)
    4. Endocrine Disruptors (Hormones)
  5. To improve your ability to visualize this event, create a timeline (or graphic organizer) that allows you to sequence the events.