January 7, 2019
Today we began with a discussion of the different types of air and water pollution we have learned about so far in class this year. The handout provided to students today has listed all of the assignments for Unit 5 along with dates for the assignments. Each assignment is due by the next assignment date. For example today’s assignment will take 2 days and is due on January 9th which is when the next assignment will begin. The outline provided for each assignment is what you need to cover in your notes or your mindmap. Sometimes it is a question and sometimes it is a concept or vocabulary term you should be able to explain. This is how I will generate pop quiz questions. Expect a pop quiz this week.
I am not assigning any work for a grade through the online textbook. The practice multiple-choice available on each unit assignment is optional.
Link for student assignments. The vocabulary list for the unit 5 quiz is also found here.
Link for Unit 5 Test Review Guide (make your own copy for your Google Drive)
January 8, 2019
Slideshow for today:
Today we discussed the top three major problems associated with wastewater pollution, what contributes to an increased BOD, and stream macroinvertebrate species used as indicator species for water quality.
Homework is to complete Module 41 and be ready for a pop quiz tomorrow.
January 9, 2019
Well…thanks to wi-fi..or lack of…we did not have our pop quiz today. Plan for a pop quiz tomorrow. Some of you asked if it would include the slideshow class discussions. The answer is no…only over your homework assignment for Module 41 (includes the Chesapeake Bay reading assignment). Tonight you have your assignment for Module 42 and you have 2 days to complete this assignment. You should at least read through Module 42 before tomorrow so you are ready for our class discussion. The videos we watched today are part of the slideshow.
I was very pleased with the class participation today. Every class had the majority of the students listening, paying attention, and participating. The shout out will need to go to fourth period. They were really on top today with class participation.
We had some questions about manure lagoons today. Manure lagoons are associated with concentrated animal feeding operations. A manure lagoon is basically a pond of animal waste. Manure lagoons are required to have a plastic lining to prevent contamination of ground water. Some manure lagoons might be aerated to help speed-up the biological breakdown of the ammonia. It too is an example of the nitrogen cycle at work. Farmers can either sell their liquid organic waste or use for themselves on agricultural crops. Many farmers will use the liquid nitrogen waste to fertilizer their pastures, corn fields, or hay fields. This way the livestock which created the waste benefits from the livestock feed produced from the fertilized fields.
Would you want to live near a manure lagoon or near an agricultural field sprayed with liquid waste from a manure lagoon?
January 10, 2019
Today after the pop quiz we discussed how heavy metals, acids, and synthetic compounds can harm humans and other organisms. Remember the heavy metals lead and mercury cause neurological issues (ability to learn, trouble walking, etc.), arsenic is a carcinogen, PCBs and DDT are both cholorinated hydrocarbons – persistent, bioaccumulate, and are endocrine disruptors. Acid rain is created by the release of sulfur dioxide and nitrous oxide into the atmosphere where it will combine with water to form acid rain. Rainfall is naturally acidic. Acid rain has a pH less than 5.6 (recall lemons have a pH of 2). Acid rain damages leaves of plants, leaches nutrients from the soil, causes acidification of a waterways, harms protective covering of fish and salamander eggs, and leaches aluminum ions from soil to the water. Lakes with high alkalinity can buffer against a low pH. Your assignment for Module 42 should be done by class tomorrow. Your homework for the weekend is Module 43.
January 11, 2019
Today we discussed oil pollution and ways to clean up oil spills, noise pollution as it relates to water, plastic pollution in the ocean and a strategy to cleanup the plastic in the ocean, thermal pollution (mostly caused by electric generating power plants), the Clean Water Act, the Safe Drinking Water Act, and best management practices to use to mitigate/prevent water pollution. Students should be able to describe different types of water pollution and solutions for each.
The Clean Water Act serves to:
Homework: Module 43 and the handouts provided in class.
January 14, 2019
Today you worked in teams to answer a series of questions related to what you learned last week. Your team turned in your answers for a grade. Anyone absent will need to come before school or during lunch to complete the assignment done in class today (you have 48 hours to arrange a day and time – must be done this week).
Homework: Module 44 and watch the following videos (be ready for a pop quiz)
Your goal should be to finish the videos and packet by Thursday morning.
Why have regulations if they are not going to be enforced? Watch about the world’s dirtiest river? How do you think you are connected to the world’s dirtiest river? Even though pollution is not affecting us directly here at Milton, it does affect us indirectly. How do you think this is so?
Extension Video (optional) This video will also be posted on the Unit 5 Resource Page
January 15, 2019
January 16, 2019
Today we went to the media center to pick up your textbook for APES. Several of you have already said you prefer reading through the textbook than using the online version (modules do not seem as long and easier to find stuff).
We discussed the practice FRQ you worked on as a team this past Sunday. A link was provided by email yesterday and can be found under January 15 posting.
I really appreciate the students who do try to answer questions even when they are not sure if they are right or wrong. Remember to watch out for assumptions. For example, “the hog farm is adding pollution to the stream” vs. “it is possible the hog farm is contributing to the lower dissolved oxygen levels in the stream because the increase in hog waste means more bacteria demanding more oxygen (higher BOD).”
From our class discussion today you should be able to recall why an increase in organic waste is not always going to result in an algal bloom.
We even reviewed the nitrogen cycle somewhat today with talking about nitrification. Shout out today to Parker J. for his correct answer about the nitrification process.
Tonight: you should be starting Module 46 tonight (remember the page numbers do not match your textbook – they do your online version). If you are behind you need to catch up and then start Module 46. You have a pop quiz tomorrow over Modules 42, 43, 44, and 45 (not the videos).
January 17, 2019
Today we had pop quiz #2 for unit 5. If you did not do as well as you wanted I suggest you go back and look at your mind maps you created for the Modules. Just reading the Modules and listening to me is not enough. See the Study Skills page of this website.
We discussed the Semester Project today. I had several questions from third and fourth periods. I can tell you that many students over the years have said this is the one school project they had to do that they really enjoyed.
I added some new material to the instructions for the Semester Project. Look for “Frequently Asked Questions.” Email me if you have an additional questions about the project.
Homework: Tonight and over the weekend you are working on Modules 62 and 64 from Chapter 19. I want to remind you to not pay attention to page numbers in your textbook because they will not match my assignment sheet nor your online version of the textbook.
January 18, 2019
Students learned the difference between tropospheric ozone and stratospheric ozone. We discussed the 6 criteria air pollutants which the EPA has set NAAQS to adhere to the Clean Air Act. The AQI (Air Quality Index) is calculated using 5 of the criteria air pollutants excluding Pb. Students need to not only be able to identify the sources of the 6 criteria air pollutants, but also describe how each of the 6 effect the environment and the health of humans. Do not forget how carbon monoxide causes death of humans and animals. Through the video students learned the difference between industrial smog and photochemical smog. Smog is a secondary pollutant. The three secondary pollutants students need to focus most on are nitric acid, sulfuric acid, and tropospheric ozone (found in photochemical smog). Photochemical smog is brown in color because of the nitrogen.
January 22, 2019
Today was WhiteBoard Day! Our topic of discussion was a review of the greenhouse effect (which many of you need to desperately review) and global climate change. We began with the explanation of the greenhouse effect followed by the identification of the 5 major greenhouse gases along with their natural and anthropogenic sources. We then had groups present how global climate change is affecting the environment, predictions for the future if these trends continue, solutions to reducing atmospheric carbon dioxide, and closed with the cause and effect of ocean acidification.
SHOUT OUT TO THIRD PERIOD TODAY – Awesome job with presentations, cleaning up, and closure.
The Kyoto Protocol was the first International Treaty which attempted to reduce carbon dioxide emissions, but it really only focused on developed countries and not on developing countries like China. The Paris Agreement is an international treaty which is asking for all countries to participate.
Addressing the problem of excess carbon dioxide in the atmosphere is addressing it on a larger scale (different from you and me taking steps to lower our carbon footprint). Some of these large scale efforts include a carbon tax, carbon farming, and carbon capture and storage facilities.
A carbon tax is a fee on the carbon content of fossil fuels. Though levied “upstream” where the coal, oil or gas is extracted or imported, it charges fossil fuel users for the climate damage their fuel use causes by releasing heat-trapping carbon dioxide into the atmosphere.
Carbon Farming involves implementing practices that are known to improve the rate at which CO2 is removed from the atmosphere and converted to plant material and/or soil organic matter.
Check out this short video of a carbon trapping facility (makes for a good FRQ)
Homework: Review for the pop quiz tomorrow over Modules 46, 62, and 64. You can delay starting Module 47 because we will work on it in class tomorrow after you are done with the pop quiz.
January 23, 2019
Today was pop quiz #3 for Unit 5. After the pop quiz students were allowed to work on their Module 47 mindmap. At the end of class we discussed photochemical smog, inversion layers, and the cause and effects of acid deposition. Homework is Module 48. All students are expected to pace themselves and not fall behind in their assignments. The further you fall behind, the harder it will be for you to earn a good grade on the Unit 5 test.
January 24, 2019
We had a good discussion about strategies used by coal-burning power plants to reduce air pollution (baghouse filters, electrostatic precipitators, and wet scrubbers). Students also learned how a catalytic converter works to reduce air pollutants released from the combustion of gasoline in our automobiles. We had a nice review of smog and limestone. The math problem we worked in class which you can expect on the test is on page 537 of your online textbook. We ended class discussing various strategies to reduce air pollution in cities.
A student asked about the dry ash which is collected from the baghouse filter and the electrostatic precipitator. The dry ash becomes part of what we call coal ash. Watch the following videos.
January 25, 2019
Reminder – you need to keep up with your daily assignments or you will keep getting further and further behind.
The discussion today was on stratospheric ozone.
There was a handout to go along with the first video watch today.
We ended class today with thoughts about coal ash which is a byproduct of burning coal for energy. Coal ash can be both an air and water pollutant. We watched as a class the 2 videos under January 24 (above).
Here is an article related to the after effects of the Kingston coal ash spill which happened 10 years ago in Tennessee. There was a lawsuit won by workers who were exposed to coal ash during the clean up of the spill. It states 30+ workers are dead and 250+ people related to the coal ash clean up are sick or dying.
This next video is a 60 minutes segment about the Kingston coal ash spill…you will want to watch this one after you read through the article.
January 28, 2019
After the pop quiz we first discussed noise pollution before we transitioned to indoor air pollution. A handout was provided to assist you with learning the sources and health effects of some indoor air pollutants. You will need to go through the slideshow and complete sick-building syndrome on your own.
By Wednesday you will need to have Modules 51 and 52 completed. We have one more pop quiz for unit 5. I am not sure when.
Anyone who missed the pop quiz today need to plan to arrive by 8am Wednesday for the make-up. Check your email and this website for information about any changes if the weather does not cooperate for us Wednesday.
Use this time you have been given to not only complete your daily assignments, but to also complete any work you have not completed. Check out the test review guide…you will see it matches with your daily assignments and the slideshow. I will be re-arranging the slideshow for waste management to match the order of the modules.
Have you watched all of the video assignments?
Here is a good video for APES students on indoor air pollution.
January 30, 2019
Today was a lot of “trash-talk.” Students learned a little about sanitary landfills and E-waste.
Reminder – we have a vocab quiz tomorrow. Module 52 is also tonight.
Reminder – you are responsible for reviewing sick-building syndrome on your own. See video above.
Here is a video about the garbage of New York City and where it goes. You might be surprised about some of this information.
What about the FRQs for the Unit 5 test?
FRQ topics (you are not receiving the actual questions now, but you are going to be given the topics which I will choose from for your FRQ. You will only have one FRQ and it will be worth a total of 10 points. It will look similar to the FRQs you see on the AP Exam.
January 31, 2019
Today we had our vocabulary quiz. Anyone absent today need to plan to take their quiz during the first half of their lunch next week.
Students worked on Module 53 and picked up next week’s schedule along with the condensed version of the test review.
February 1, 2019
Class discussion was about the pros and cons for the 3 R’s of solid waste management and different strategies used to deal with hazardous waste. Students were reminded brownfield sites are not the same as superfund sites. We watched three videos about plastic recycling, aluminum recycling, and single-stream recycling. Students are responsible for watching all videos posted on the slideshow.
Here is the link for TerraCycle. Check out how this company is taking recycling to a new level. I did not think this company would last…I was proven wrong.
Here is a video you need to watch about LD50/ED50. This video is for APES students. Listen to the advice the instructor gives about what you need to know for the AP Exam.
February 8, 2019
Today was part one of the test. The FRQ is worth up to 10 points. After students turned in their FRQ they completed Pop Quiz #5 for Unit 5. Tomorrow is the multiple-choice portion of the test. I am somewhat concerned since many of you struggled today. My classroom will be open at 7:30am tomorrow for anyone wishing to come in and study and ask questions.
At this moment there are no bonus questions for this test. If I were to change my mind they will be from the articles from In the News on my website.
February 12, 2019
Part two of the test was today. Homework is to read Module 24.