What is the law Conservation of Mass?
Matter is neither created or destroyed.
What does this have to do with Environmental Systems?
All the natural chemicals (carbon, nitrogen, phosphorous, water) on earth are continuously cycled through the biosphere via biogeochemical cycles. 
Design an experiment to test the law of conservation of mass using:

Alka seltzer tablet
a baggie
a rubber band
water
a beaker

You will need to write a complete lab report that includes data tables and graphs. Use the lab report rubric provided to help.

Use percent error to analyze your before and after results:

|Expected Value - Exact Value|	× 100%
|Exact Value|

Record the change in mass below

Group	period 3	period 4	period 5	period 6	period 7	period 8
1			+ 5.4g	+2g	+2.6g	+.3g
2			-.2 g	+4.10g	-.5g	-.2g
3			- .2 g	0g	-.3g	-.3g
4			-.2 g	0g	+4.3g	+4 g
5			-.27 g	0g	-.09g	-.2g
6			-1.0 g	+.23g	-.3g	+8.9g

Lab Report Rubric

	Excellent (4 pts)	Good (3 pts)	Adequate (2 pts)	Needs Work (1 pt)	Not attempted (0)
Introduction	1. Includes the question to be answered by the lab 2. states hypothesis that is based on research and/or sound reasoning 3. title is relevant.	One of the "excellent" conditions is not met, two conditions met	Two of the "excellent" conditions is not met , one is met	Introduction present, no exemplary conditions met
Methods	Description or step-by-step process is included, could be repeated by another scientist	Description included, some steps are vague or unclear	The description gives generalities, enough for reader to understand how the experiment was conducted	Would be difficult to repeat, reader must guess at how the data was gathered or experiment conducted
Data and Analysis	Results and data are clearly recorded, organized so it is easy for the reader to see trends. All appropriate labels are included	Results are clear and labeled, trends are not obvious or there are minor errors in organization	Results are unclear, missing labels, trends are not obvious, disorganized, there is enough data to show the experiment was conducted	Results are disorganized or poorly recorded, do not make sense ; not enough data was taken to justify results
Conclusions	1. Summarizes data used to draw conclusions 2. Conclusions follow data (not wild guesses or leaps of logic), 3. Discusses applications or real world connections 4. Hypothesis is rejected or accepted based on the data.	3 of 4 of the "excellent" conditions is met	2 of the 4 excellent conditions met	1 of the 4 excellent conditions met
Format and Lab Protocols	Lab report submitted as directed, and on time. Directions were followed, stations were cleaned. All safety protocols followed.	Most of the excellent conditions were met; possible minor errors in format or procedures	Some of the excellent conditions met, directions were not explicitly followed, lab stations may have been left unclean or group not practicing good safety (such as not wearing goggles)	Student did not follow directions, practiced unsafe procedures, goofed around in the lab, left a mess or equipment lost
	Total (out of 20 )

9/26/2013

Tomorrow's test is 20 multiple choice and two short answer.

Today, you get to play the lottery.

Look at all three reviews, and as a group identify the important questions. What questions will I ask on this test.

Each one of you will write out 10 possible multiple choice, and 2 possible short answers.

You can earn 1 point bonus for every question that matches my test. GOOD LUCK. Roll the dice, pull the handle, spin the wheel.

9/23/2013

Rate three land management options using the adaptive land management rubric.

Write a paragraph explaining which strategy is the best for the old school ecosystem. Explain how this strategy meets the criteria on the rubric.

Write  a second paragraph describing your plan for the old school ecosystem. 

Complete questions 44-53 on the review for tomorrow. Use pages 14-18 in the text.

You can earn .5 extra credit on the six weeks exam for each question answered.

9/20

Develop a rubric for adaptive land management.

Identify three strategies for rehabilitating the old school ecosystem.

Explain how your plan follows four of the five strategies for adaptive land management.

Exchange and rate your neighbors plan.

9/19/2013

Use pages 97-100 to answer

1. What is ecological succession and climax ecosystem. 

2. How do disturbances allow for ecological succession?

3. Dallas belongs to which Biome?

4. What does primary succession look like in our area? Name a location and draw.

5. What does secondary succession look like in our area? Name a location and draw.

6. What does a climax look like in Dallas? Name a location and draw.

9/18/2013

Cornell notes:

Use pages 93-95

What problems arise when a species is introduced from a foreign ecosystem? 

What is the basic explanation as to why these problems occur?

Good morning!

Take out your Biome Brochures.

Go through the brochure, pick 5 of the 6 producers for each and create a table that identifies ADAPTATIONS in these producers which make them well suited for the biome in which they are found.

Biome	Names of the producers	Adaptations	How would this species be affected by the introduction of a new species (plant or animal)

  

9/17/2013

Compare the producers in 5 of the 6 biomes. Explain why the producer fits its' biome better than any other biome. TALK ABOUT ADAPTATIONS.

1 PARAGRAPH

Reading Schedule

Chapter	Topics	Timeline (weeks)	2013 – 2014 Dates		College Board Themes
	First Six Weeks				II. The Living World (10 – 15%)
1	Environmental Sustainability	1 weeks
2	Ecosystems			2003 #1, 2003 #3	LW – A. Ecosystem Structure
3 9	How ecosystems work Hydrolytic cycle p.215 – 222	2 weeks		2008 #3	LW – B. Energy Flow LW – E. Natural Biogeochemical Cycles
4	Communities and Succession	1 week			LW – D. Natural Ecosystem Change
5 12	Ecosystem evolution, p. 107 - 123 Ecosystem resources p. 296 – 307	2 week	27 days Ends Sept. 27	2006 #4	LW - C. – Ecosystem Diversity
	Second Six Weeks			1998 #4	III. Population (10 – 15%)
6	Human Populations	3 weeks		2003 #2, 2003 #4	P – A. Population Biology Concepts
7	Population development			2000 #3, 2000 #4	P – B.  Population size, growth, dynamics
11	Wild Species, Protection	3 weeks		2001 #2, 2008 #4	GC – C. Loss of Diversity
12	Public and Private land use p. 288 – 296, 307 – 311		28 days Ends Nov. 8		IV. Land and Water Use (10 – 15%) LWU – B/F. Forestry, Fishing
24	Sustainability and Urban Sprawl				LWU – D. Urban, Federal, Public Land Use
	Third Six Weeks				I. Earth Systems and Resources (10 – 15%)
5	Geology, p. 124 - 131	2 weeks			ES - A. Earth Science Concepts – Geological time
8	Soils and soil ecosystems			2004 #4	ES - D. Soil and Soil Dynamics
10	Food distribution, hunger	1 week		2009 #4	LWU – A/C  Agriculture, Rangelands
13	Nonrenewable resources, fossil fuels, electrical power production, mining coal	3 week	27 Days Ends Dec. 20	2005 #3, 2005 #4 2002 #2 2001 #1, 2000 #1 1998 #1,	V. Energy Resources & Consumption (10 – 15%) ERC – A/B  Energy Concepts, Consumption ERC – E. Hydroelectric Power ERC – C.  Fossil Fuel Resources and Use LWU – E. Mining for Coal
14	Nuclear power			1998 #2	ERC – D. Nuclear Power

DISD Advanced Placement Department 2013 - 2014 Sharon Williams – AP Lead Teacher

 

 

Second Semester

 

	Fourth Six Weeks
15	Renewable Energy Solar, Wind, Water Energy			2004 #2, 1999 #2 2006 #1, 2002 #1	ERC – F. Energy Conservation, hybrid cars ERC – G. Renewable Energy
9	Water Resources p.222 -237	3 weeks		2007 #2, 2009 #3	I. Earth Systems and Resources (10 – 15%)
18	Water pollution			2001 #4, 2004 #1	ES – C. Global Water Resources and Use
21	The Atmosphere	3 weeks	32 Days Ends Feb. 21	2002 #4, 2007 #3 1999 #1, 2002 #1	VII. Global Change (10 – 15%) GC – A. Stratospheric Ozone GC – B. Global Warming ES - B. The Atmosphere
22	Atmospheric pollution			1999 #3, 2001 #3	VI. Pollution (25 – 30%)
				2007 #4, 2006 #2 2009 #1, 1998 #3	PO – A. Pollution Types: Air, Noise, Water, Land PO – B. Impacts on the Environment / Health PO – C. Economic Impacts
	Fifth Six Weeks			2008 #2,
16	Risk assessment, Environmental hazards	3 weeks		2004 #1, 2005#1, 2006 #4, 2000 #2	PO – B/C.  Human health, risk analysis
17	Pesticides, pest control			2002 #3,1999 #4,	LWU – A. Agriculture, controlling pests
19	Solid / Hazardous waste, disposal	3 weeks		2004 #3, 2005 #2	PO – A. Pollution Types, solid waste
20	Waste disposal, hazardous chemicals			2007 #1, 2006 #3	PO – B. Human health, chemical biomagnification
23	Environmental Economics		34 days	2008 #1, 2009 #4	LWU – G. Global Economics
			Ends April 18		P – B. Human population, economic effects
	Sixth Six Weeks