FHS APES 2020/21-Periods 1&2 Assignments

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Notes 13.5 and 13.6 in Google Classroom

Notes 13.5 and 13.6

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13.7 notes and graph the data you have for your algae growth in Google Classroom

13.7 notes and graph the data you have for your algae growth

You should have around 8-10 data points by now, and it will follow a logistic growth pattern. You can use any spreadsheet program you like, but google sheets will be easiest to share, and eventually you will be working with a partner or two. Time on x axis, green value (directly proportional to growth) on y axis.

Past Assignments

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Friday Movie Day! But, comparison questions to the previous one . ..  in Google Classroom

Friday Movie Day! But, comparison questions to the previous one . ..

Read the questions before you watch - it will give you a sense of what I want you to be looking for/thinking about.

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Microcystins and other long words in Google Classroom

Microcystins and other long words

Read this - mark it up - look up words you don't know. It's super short, but this is the phenomena that requires so much effort to "clean" drinking water in many parts of the world.

Remember the last time you read a science paper? What did we do after?

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13.4 notes in Google Classroom

13.4 notes

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Making stuff  in Google Classroom

Making stuff

So, you're going to build a algal cell counter! It's not super complex, but it took me a couple tries to figure out how to modify a chem lab to make it work for us. Ultimately you will use this for two inter-related activities, so doing a decent job of it will pay off. Instead of listing the instructions, I made a video since you all have different materials, phones, and computers! If you want to be ready to start gather up the following - empty cereal box, scissors, your lap top (or go to where your desktop is) and your phone. The apple phone app I've found easiest is called "colorimeter RGB" and it's free. For Android phones, you're kinda on your own, but I'll help if I can - I'll go into what you are looking for in the video. The light source we use needs to be "complimentary" to the one we are measuring, so we want a 680nm red. There's a link here.
The depth of the box can be anything that is between 10 and 20 cm - yours will be different than mine or anyone elses, but mine was 15 cm.

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water in California IS power in Google Classroom

water in California IS power

Full disclosure - I intended to show you two movies on this topic. And, this was to be the second. I wanted to have you watch a more dramatic and "social justice biased" film first, and I am still working on a way to share it. Unfortunately, that movie is heavily copyright protected, and despite purchasing it I can not seem to save a copy to share digitally. Perhaps I am trying to be to honest . . .regardless, this film is good, it is just presented from a more fundamentally "wise resource use" perspective while the other is from the "protect the resource" viewpoint.

The intent is for you to achieve two understandings. First, that the issue is extremely complex and our demands on the resource exceed the capacity. While we are focusing on California, this is true worldwide, and driven by agriculture and it's particular economics. Second, films are an easy way to manipulate perspective. Truth may be absolute, but finding it is rarely easy. We always try, but it's not easy to know if you've found it.

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Notes for 13.2 in Google Classroom

Notes for 13.2

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Notes for sec 13.1 AND Make a map for the water falling on your roof right now in Google Classroom

Notes for sec 13.1 AND Make a map for the water falling on your roof right now

O.K. maybe it's not raining right now, but it just did . . .and will again. Where does it go?
Figure it out. I don't know where you live, but you do. The two maps below will likely include your house. The livermore map covers the east side of town, the pleasanton map the west side. If not, there's the link for the usgs site I stole them from and you can just put in your zip code.
THEN, using whatever tech you like (a program or a crayon is fine) trace the way you think the water goes that fell as rain on your house. Topo maps are about height, and water flows down hill . . .

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notes 12.4-12.6 in Google Classroom

notes 12.4-12.6

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Watch next two chapters of Food inc - 44 min to 1:06 in Google Classroom

Watch next two chapters of Food inc - 44 min to 1:06

These two sections are really about our choices as consumers - harsh as it is, we tell the world what we care about with our wallets. Think about who's involved in the delivery of the food you ate yesterday - from start of growing that food to you putting it in your mouth . . .and the implications of our priorities to those people.

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12.3 Notes and Corn scavenger hunt in Google Classroom

12.3 Notes and Corn scavenger hunt

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Notes 12.1 and 12.2 in Google Classroom

Notes 12.1 and 12.2

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Test and Applia questions for ch 6 in Google Classroom

Test and Applia questions for ch 6

Test is Friday - makes sense to practice before . . .

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Back to the Ecosystem project! People in your place! in Google Classroom

Back to the Ecosystem project! People in your place!

OK - NO MORE RE-DO'S! You have to answer each question below and provide a graph showing the demographic profile, but that is the minimum required for a C grade. How well you do past the minimum will increase your grade. Do not assume that means more, it simply means better.

Moved this a bit - normally this would be Step 7 - What are the main human populations near your ecosystem? Is there a dense population center nearby or is there still a lot of wild area? HOW DENSELY POPULATED IS IT? Some of you will have better data to work with than others here - I'll take that into account, but density is a value that can be checked . . . What country is it in? What is the demographic profile? Is the population in the area growing or shrinking or staying the same? What is the extent and type of “resource extraction” impacting the ecosystem? What are the three main human activities/interactions with the natural world that have historically or recently impacted this ecosystem/food web, or the local people? For example, Costa Rica has based their economy on tourism and protecting the jungles and beaches people come to see, while Haiti has done essentially the opposite . . . how’s that working out? Other stuff could be consistent disease, toxins going in by human hands or just naturally around, bioaccumulation, synergistic cultures, etc.
40 pts.

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Applia stuff through the ngl link chapter 16 in Google Classroom

Applia stuff through the ngl link chapter 16

Renewable energy practice from the book

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Finish chap 16 notes in Google Classroom

Finish chap 16 notes

Last two sections

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Power worksheet in Google Classroom

Power worksheet

I flat out stole this (with permission) from a guy that taught college physics and now is involved in the development of the AP exams. Most important - he writes the APES power questions . . .pretty good source of practice! Because some of you have taken lots of "factor label intensive" classes like physics and the AP variants of chem and physics, you may skip the reading and go straight to the problems. Some of you haven't taken much of the at all, and you will have a steeper learning curve.
I hope you will work together on this. TALKING THROUGH THE PROCESS IS MAYBE THE BEST WAY TO DO IT!
All the answers are here too.

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Notes sec 16.5 and 16.6 in Google Classroom

Notes sec 16.5 and 16.6

Chapter applia stuff will be assigned on Thursday, so ...

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Notes 16.3 and 16.4 in Google Classroom

Notes 16.3 and 16.4

Same deal - done with chapter 16 by next Thursday

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Notes 16.1 and 16.2 in Google Classroom

Notes 16.1 and 16.2

What really matters is you’re done with the chapter by next Thursday

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NEW solution to Emperor question - nonrenewable resources in Google Classroom

NEW solution to Emperor question - nonrenewable resources

The intent is the same - I just can't provide the movies like I'd thought I could - apologies.

So...One page, 300ish words. Tell me, if you were the master of the planet, how you would allocate the NONRENEWABLE resources we have. ANSWER - What would your priorities be? Why? Which three nonrenewable do you consider to be the most coveted? Why? How would you address your priorities and balance the value of the three resources in your allocation?

Begin with - "As Empress of the planet Earth, I decree . . ."

Turn it in here in google classroom

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Applia - chapter 15 - oil and gas in Google Classroom

Applia - chapter 15 - oil and gas

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First Quarter HW proof - FLIPGRID VID - DUE FRIDAY in Google Classroom

First Quarter HW proof - FLIPGRID VID - DUE FRIDAY

Embracing the ironic, since Mr. Jones has to turn in 2nd quarter progress reports, he needs proof of first quarter HW . . .so what makes more sense than a flip grid video where you show me them?
If you last name is ...
from A-G - Show me your 3.4, 4.3, 5.2, and 6.1 notes
from H-N - Show me your 3.2, 4.1, 5.3, and 6.3 notes
from O-Z - Show me your 3.1, 4.2, 5.4, and 6.2 notes

Efficiency and clarity are what matters. I need to be able to tell that the notes are the proper ones - that's it.


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Notes 15.1 and 15.2 in Google Classroom

Notes 15.1 and 15.2

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Applia reading questions from chapter14 in Google Classroom

Applia reading questions from chapter14

Same stuff - Clever to NGL sync, just ch 14. Since this stuff is newer to you all, want tot do it it in smaller bites than the more "bio review" stuff we've done so far . . .

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Mining site proposal (doc completed with team) in Google Classroom

Mining site proposal (doc completed with team)

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Read this - LA Times - Mining reclamation issues in Google Classroom

Read this - LA Times - Mining reclamation issues

It's a little old - 2016, but it poses questions that are ever present - how cleaned up is ok? who pays?
Who knows - might even be a quiz . . .

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Notes sec 14.3 and 14.4 in Google Classroom

Notes sec 14.3 and 14.4

You'll have some group work Thurs that you HAVE to prepare for on Wednesday - Roles that you need to learn about and then do during class for a virtual mining lab - that'll be easier if you've done the notes before. Both have to be done for Thursday. Just fair warning that if you wait til Wed to do it you're going to be doubling up.
That usually leads to poor quality work . . .or you can avoid the stress and do the notes all casual like over Monday and Tuesday . . .

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Notes sections 14.1 and 14.2 in Google Classroom

Notes sections 14.1 and 14.2

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Test review/practice for chapters 4 and 5 in Google Classroom

Test review/practice for chapters 4 and 5

This is intended to be for you to assess yourself - It's homework, but it won't be worth much. It's all about you being ready . . . Access it through clever and then NGL Sync

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When in doubt, ask an expert . . . in Google Classroom

When in doubt, ask an expert . . .

Read it. That's all. Who knows if we'll have a quiz?

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Quiz 2 prep in Google Classroom

Quiz 2 prep

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Sci paper quiz 2 in Google Classroom

Sci paper quiz 2

Same deal - you are welcome to talk with others - all the answers are in the paper

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Sea otter quiz in Google Classroom

Sea otter quiz

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Anole Lizard film and questions in Google Classroom

Anole Lizard film and questions

The video is only 20 min or so (if that) focus on the concept of convergent evolution, but its excellent as a review of the evolutionary concepts from chapter 4 and we'll follow it up with some predator-prey interaction on Thursday.
Answer the questions on the attached worksheet while watching.

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Finish Chapter 5 notes in Google Classroom

Finish Chapter 5 notes

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ECOPMORPH HHMI Lizard

ECOPMORPH HHMI Lizard "lab" MODULE 2 - Phylogeny

It's about half the work as the last one, maybe even less!

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Ecomorph lab part 3 - Evidence! in Google Classroom

Ecomorph lab part 3 - Evidence!


This time you have to complete the "progress report", type your name on it, and turn it in! Just "print as pdf" in your browser when you finish, then turn it in HERE in google classroom. Counts as a quiz, albeit a small one. And I'll only grade a few questions . . .bet you'd like to know which . . .

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Ecomorph lab from HHMI  - MODULE 1 in Google Classroom

Ecomorph lab from HHMI - MODULE 1

https://media.hhmi.org/biointeractive/vlabs/lizard2/

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Finish Chapter 4 notes in Google Classroom

Finish Chapter 4 notes

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Notes 4.1 to 4.3 in Google Classroom

Notes 4.1 to 4.3

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ECOSYSTEM PROJECT B in Google Classroom

ECOSYSTEM PROJECT B

Steps 2 and 3 of the project are due on Friday!

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Ecosystem Project phase 1 AND Notes for Chapter 7 in Google Classroom

Ecosystem Project phase 1 AND Notes for Chapter 7

This assignment is less work and worth four times the points as the last one! Why? 'Cause a good start here is truly advantageous to your success in the course and I'm not above bribery for a good cause . . .This assignment will grow quite a bit, and at the risk of repeating myself is structured based on advice from a woman who's been involved in the advent and implementation of the APES course since the beginning. Quality efforts now will be well worth it later.

It won't take all that long to get a grip on this, but you do have to work on chapter 7 notes at the same time. Your chapter 7 notes (and there'll be lectures too) will not be due til Thursday of next week, but that will make sense once you get into it.

Due:

Notes for Chapter 7 in Google Classroom

Notes for Chapter 7

Seems way longer than it is . . .if that helps . . .

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Notes chapter 3 in Google Classroom

Notes chapter 3

Read it, take notes in your notebook - like dat!

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Read Chapter 2 and take notes in Google Classroom

Read Chapter 2 and take notes

You don't have to turn anything in - just read and take notes (think of your notes as a cheatsheet - cause they are)

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Pine Bark Borer Beetle Case Study in Google Classroom

Pine Bark Borer Beetle Case Study

The Ruckelshaus videos are specific to different aspects of the beetle human interactions - you may have to scroll down to get to the more beetle-y videos!