Testing Procedure

 Go to disd.schoolnet.com

 

You will use the same password you use to log on to the computer.

Look for the exam titled:

D5_Adamson Environmental Systems Fifth Six Weeks Megahan online [38079]

 

Test code: NU4VE2BA_ ( I will give you the last number the day of the exam)

Research scaffolding

How to write research questions based on a summary. 

Let's use Juana's star summary to generate ideas. 

Remember:

1. Your idea must be covered thoroughly and succinctly in two pages. 

2. Must be derived from the reading. 

3. Must lend itself to more research. 

1) Hook: Description, illustration, narration or dialogue that pulls the reader into your paper topic. This should be interesting and specific.

Now to  write a good hook!

 Here are some things recommended for a good hook:

• A literary quote which may even include some poetry.
• A quote by a famous person.
• And anecdote or simple story.
• A question which poses a clever conundrum.
• A definition  

4/7

Sources

Take the information you used for your quote and write this as the first fact for your first source, SILENT SPRING.

You will use internal citations, and create a bibliography for this paper, as you can see on the rubric. We will use MLA formatting, because this is what you'll use in English.

The library has many resources to help. <--click

Silent Spring

For the next three weeks we will be reading 

Silent Spring by Rachel Carson (click here for the pdf)

We will complete the reading in class, along with the audio book. Working to identify vocabulary and answer at least one major question each day. 

Our DOLs will be essays or reading quizzes everyday, which follow a class discussion of the ten pages covered. 

Week one questions:
 

1.Why does the author feel that insecticides should be called biocides?

2. How did World War II contribute to the growth of insecticides?

3. How do chemists produce the cleaning fluid carbon tetrachloride from methane?

4. For what purpose was DDT originally used?

 
Read together. 
Write a one sentence summary of each page you read.
Answer the questions above.

Do not take the papers with you, leave them for the next class.

Good luck. Take a picture of any pages you do not read, and finish at home (or pull up the pdf linked above). There will be a reading quiz at the start of class Tuesday.

Stay tuned for pictures of Arya. She should be  coming some time today! Sorry. I miss you, and can't wait to hear your Spring Break stories.

 

Point-source Pollution and Dissolved Oxygen

Answer the following questions about the Dissolved Oxygen Depletion curve.

1. Give three examples of point-source pollution that could be coming from the pipe illustrated in the decomposition zone, use page 284 to help you answer.

2. What type of pollutants are commonly found in from the point-sources you listed?

3. What units are used to report dissolved oxygen?

4. What happens to dissolved oxygen in the decomposition zone? What happens to biochemical oxygen demand in the decomposition zone?

5. How do changes in DO and BOD in the decomposition zone affect the number species present in the water? How do the changes affect the types of species found in the decomposition zone?

6. What types of species are found in the water when dissolved oxygen is 2ppm? 8ppm?

7. What happens to biochemical oxygen demand in the septic zone? What do you think causes this change? 

8. What happens to dissolved oxygen in the recovery zone? What is the relationship between dissolved oxygen and biochemical oxygen demand? 

9. Trout, perch, and bass are indicator species. What do you think these species tell us about the water quality in lake, stream or river?

10. Thermal pollution is a point-source pollutant, commonly found near power plants which discharge cooling water. Draw the following table on your paper, and fill the data from the overhead as I demonstrate the affect of thermal pollution on dissolved oxygen.

Temperature	Dissolved Oxygen

 11. Graph the change in temperature and dissolved oxygen over time. Make sure you use different colors to indicate DO and temperature. 

Disease Lab

March 3

You will work with a partner, and use simulator to study what happens.

Click here to read the instructions. Work together and follow each step carefully recording information.
 
At the end of each step answer the, "For your Consideration question", in the space provided. 

Turn in one set of data sheets for you and your partner.
 
 
 

6 weeks plan

Grades Are Due

Monday at 4:00 PM