kellychr7AMS

7th Science Rocks!

Notes for the Unit!

Sustainability & Human Impact!

 

I.  Types of Matter  (these definitions are not on my notes because this was an assignment– that some of you still need to complete!)

     A.  Synthetics

          1.  Food Additives

          2.  Medicines

 

     B.  Natural Resources

 

     C.  Biodegradable

 

II.  Sustainability:  Enough.  For All.  Forever. 

 –African Delegate, Johannesburg.  World Summit, 2002 (Rio +10)  

     A.  3 “legs” of sustainability:  Environment, Society, Economics

Image result for sustainability 3 legs images

https://sustainabilityadvantage.com/2010/07/20/3-sustainability-models/

 

B.  How does your Sustainability Project “fit in?  Which Leg(s)?

  1.   Identify examples of Sustainability concerns, problems, & issues
  2.   Your world- YOUR Life experiences

C.    Ducks OverBoard!   

Lessons  About Ocean Pollution and Ocean Currents…..   from Toys!  (Worksheet completed in class, refer to the websites / links Blog Post May 10)

 

III.  Water Pollution

A.  Point Source Pollution= coming from a single location, such as a factory or sewage treatment plant.

1.Deepwater Horizonoil spill, Gulf of Mexico

  1. Mosaic Acidic Water Release, Florida

3.   Montrose Hazardous Releases, California

B.  Nonpoint Source Pollution = a combination of pollutants from a large area rather than from specific sources. 

     1.   Think: Run-off!

2.  Ex.:

  1. Tijuana River, California
  2.  Shuyak Island, Alaska
  3.   Kamilo Point, Hawaii

 

C.  “Garbage Patch?”

  1. natural gathering points
  2. rotating currents, winds, and other ocean features converge
  3. Accumulation of  marine debris, trash… Microplastics—> form a “soup”

      4.  Ocean Garbage Patches with masses labeled

D. Is there a “Garbage Patch” in the  Great Lakes?

    1.  There are accumulations of trash— look at currents…

Map of average summer water circulation patterns in the Great Lakes.

E.  Consequences of Ocean  Pollution

     1.  Ocean Acidification – low pH     Acid Test NRDC (3 min version) 

Full Movie:  NRDC   Acid Test: The Global Challenge of Ocean Acidification

  1.  Microplastics in our oceans —> in our foods  
  2.  Reduction in Ocean Species

 

F.  How to Create Positive Change:

  1.   Protect the Ocean – Ocean Sanctuaries

Mission Blue 

2.  Ban Microplastics

3. Fish – Eat Sustainably Caught Fish

4.  Innovation is Key to solving the problem!

ex.:  The Great Ocean Cleanup 

G. Human Activities Change Ocean Temperatures

1. The ocean absorbs over 90% of excess heat from the atmosphere
2. The ocean stores most of the energy received  from the Sun

3.   Warmer ocean temperatures —>  many ocean species cannot adapt quickly enough

4.  Sea levels rise, because as the water is warmed, the molecules spread out (“It swells”)

5.  Ice Sheets, Glaciers melt, again causing sea levels to rise

H.   Ex.: Sea Level Rise in past 120yrs= ⇧19 cm

Image result for sea level change graph

https://climate.nasa.gov/vital-signs/sea-level/

 H.  But Sea Level rise in past 20yrs= ⇧ 8.5 cm

Related image

IV.  Atmosphere: Human Impact Creates Changes

A.  What are Greenhouse Gases?

  1.  Result from burning Fossil Fuels

Image result for major greenhouse gases from people's activities pie graph

 

B.  Fossil Fuels

  1.    (you do NOT need to memorize these graphs—> you should understand them, and try to explain these):

2 pie charts. The first pie chart shows U.S. energy consumption by major fuel/energy sources in 2016: Coal 15%; Non-fossil fuels 19%, natural gas 29%, and petroleum 37%. The second pie chart shows the resulting carbon dioxide emissions by type of fossil fuel: Coal 26%, natural gas 29%, and petroleum 45%.

2.

2 pie charts. The first pie chart shows the shares of the types of energy consumption by U.S. electric power sector for electricity generation in 2016: Coal 34%; Non-fossil fuels 37%, natural gas 27%, and petroleum 1%. The second pie chart shows the resulting shares of carbon dioxide emissions from consumption of fossil fuels for electricity generation: Coal 68% natural gas 30%, and 1etroleum 3%.

https://www.eia.gov/energyexplained/print.php?page=environment_where_ghg_come_from

 

C.  Resulting Compounds in our Lower Atmosphere

  1.  NOx or NO2   – Nitrous Oxides – exhaust chemicals

Image result for NOx + VOCs heat sunlight ozone graphic

https://www.washoecounty.us/health/programs-and-services/air-quality/nozone.php 

2.  VOCs :  Volatile (-explosive, Flammable)    Organic     Chemicals:

3.  Chemical Reaction:   Image result for NOx + VOCs heat sunlight ozone graphic

VOCs + NO2 —-> O3

 

Image result for NOx + VOCs heat sunlight ozone graphic

https://earthobservatory.nasa.gov/Features/ChemistrySunlight/chemistry_sunlight3.php

Sources of NOx - 56% Motor Vehicles, 22% Utilities, 17% Industrial/Commercial/Residential Fuel Combustion, 5% All Other Sources. Sources of VOC - 50% Industrial/Commercial Processes, 45% Motor Vehicles, 5% Consumer Solvents.

D. Ozone: O3
1.  High Atmosphere Ozone: good- protects us from harmful UV rays from the Sun

2.  Low Ozone: “Bad”-traps The  Sun’s Heat (Greenhouse Effect)

3. Low Ozone Causes Respiratory Problems

 

 

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

 Key Notes for the School Year

1. Constraints: 

limits, boundaries…

the factors that might limit or impede the development of a successful design

 

1.  Types of Experiments!

a.  Control:

  1. This experiment does not have any changes added.
  2. This is the experiment that all others are compared to
  3.  ex.:  think about the Flower Lab example we talked about in class.  The Control experiment was the flower placed only in water (no substances added).

b.  Independent Variable:

  1.  The changed factor that you want to test
  2.  The one change that is different from the control experiment.
  3.  Change only one independent variable at a time.
  4.  Equal amounts of the variable must be added
  5. ex.:  think about the Flower Lab example we talked about in class.  The Independent Variable were the different substances added to the flower’s water.

c.  Dependent Variable:

  1.  The measurable results
  2.  These may change in each trial

2.  Higher Level Thinking Questions:

Great questions to help you to study, asking questions that will help you to show that you understand everything about the microscope!  These question – starters should hep you to make up some study questions that give you a chance to study with more challenging questions, to help you to check if you really can understand, apply, analyze, and evaluate a microscope and how to use it correctly.   Here are 2 charts below to help you / partner form higher level questions:

 

 

3.  S.T.E.M. = Science, Technology, Engineering & Math

Graphic Organizer Notes, Made with Word Clouds 9/14

STEM cognotes17

Engineering is Elementary: STEM Engineering Design Process

 

4.  Lab Safety:

A.  Animal Safety

Handle with care

Keep them contained or caged

B.  Electrical Safety

Don’t overload outlets

Be careful with cords

(no water near outlets)

C.  “Sharps” Safety

Carry properly (points in palm, scalpels in a tray)

Use correctly – cut away

D.  Heat / Cold Safety

Use hot pads, protective gloves

Do not heat liquids in sealed containers (we discussed “why?” with higher order thinking questions)

E.  Glass Safety

Handle with care

Any chips on glass- tell a teacher

Use  2 hands!

F.  Eye & Face Safety

Wear goggles when using chemicals and fire

G.  Fire Safety

Respect what fire can do

No hairspray or hair near flames

H.  Chemical Safety

Do not ever mix chemicals (unless instructed to do so)

Do not taste, touch or smell chemicals (waft)

 

 

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72 thoughts on “Notes for the Unit!

  1. i like the blog.

  2. Yeah, the blog is real neat. I like this one better than the other one.

  3. I think this one, it gives it more maturity than the other one

  4. Could you put up a finished diagram of all the cells?

    • Use your textbook … or use the cell website that I posted a couple of days ago, called “Cells Alive!” That should help. You can also do a Google search for labeled cell images – the more cells you look at, the better you will be at identifying important structures and organelles.

  5. What is the extocytosis’s funtion?
    A vacuole surrounding particules fuseses with the cell membrane
    Is that right Miss Kelly?

  6. There is more to the deffinition but i short handed it a bit

  7. Exocytosis – is a process, not a cell structure. Endo and exocytosis are cell processes in which the cell membrane surrounds and engulfs a particle in the area around the protist. For instance, and amoeba takes in food this way. Thanks for your question! 🙂

  8. When is the Study Game due? I would like to know so I can plan ahead.

  9. Your welcome Miss Kelly !
    Have a good afternoon ! 🙂

  10. Hannah the game is due AFTER THANKSGIVING 🙂

  11. Have a Happy Thanksgiving! 🙂

  12. i like the blog more than moodle

  13. what is a cell process

    • Merissa, the cell processes that you were responsible for learning about were on pages 28-35 and 40-48. Look back at my blog on Friday Nov. 22 (use the calendar).
      Thanks for your question.

  14. Since we didn’t take notes on Telophase and Cytokinesis yet, do we still have to make diagrams for those tonight?

    • yes, you should, … you read the section and you should have written a note or 2 on your Hamburger Frame. If you write it in pencil, you can always update the notes if you need to. 🙂
      Thanks for your question.

  15. Thanks for the youtube videos I really appreciate it

    I’m Not Short I’m Fun Size

  16. i realy like your blog mrs kelly

  17. this is the most awesome blog ever using it to do the notes for hw tonight

  18. love the blog Ms. Kelly

  19. Where is the physical properties and chemical properties notes?

  20. I was looking over my notes and I noticed that I didn’t understand what malleability meant. I looked up the definition but I was still confused.

  21. Cool blog Ms.Kelly! This one (I think) is better to use than the other one!

  22. What is our homework for March 6, 2014? I have Choral Festival so I won’t be in first hour.

  23. nice blog better than moodle

  24. This blog rocks!!

  25. What are examples of infrared rays

  26. Never mind i found it in my notes

  27. i cant find the rag website

  28. Hello Ms.Kelly i was wondering i have the homework for tonight written down in my Agenda and i put down Sticky note reading and i forgot sticky notes so can i just write them out on a piece of paper and put them on sticky notes tomorrow?

  29. I love the blog its awesome

  30. are the powerpoint notes on the blog???

  31. Yes, I copy my notes from my ppt. slides right onto the blog.

    Thanks for your question!

  32. Hello Ms.Kelly i cannot find the Video notes that we had for hw a couple of days ago. i was wondering if you could emai them to me or put them in your comment when you post back to me thank you so much again i need both of th videos that you sent to us also if you need my email (wich i doubt that you will) just let me know thank you so much

    Merissa Rockey.

  33. Is this all the notes? I thought there were more.

  34. Hi Ms. Kelly I am currently studying for the quiz tomorrow and I only see seven steps and I remember you saying there is eight, what would be the final one.

  35. Hi Ms. Kelly what is the website for the HW last night????

  36. This blog is AWESOME!!!!!

  37. where is the notes for the microscope because i can not find them.

  38. Hi Autumn, They are posted on the “Notes for the Unit” page on my Blog. I posted them after school. Thanks for asking 🙂

  39. hey Ms kelly love the blog best thing since sliced bread

  40. i love this blog alot

  41. you are welcome and it is the best thing since sliced bread

  42. nice

  43. About the Blog If there was a transverse wave coming in what would a tsunami wave be like like what type of wave? and if a tsunami hit grand haven how would it continue to move if there was stuff hitting it would the vibration be very strong?.

    • Ryan,

      Tsunamis are not like regular ocean or big lake waves, which are surface waves, caused by winds. Tsunamis are waves that move deep under the surface of the ocean, caused by earthquakes or other large disturbances. When tsunamis move towards a beach, the waves become compressed, their amplitude increases, and then the waves becomes really large and damaging. Another effect of tsunamis arriving is their trough often arrives first, which creates a vacuum effect, and the beach water is sucked out to sea before the crest pounds the beach. Check out these sites for more details: http://kidsgeo.com/geography-for-kids/0146B-tsunamis.php or http://oceanservice.noaa.gov/facts/tsunami.html

  44. can you post the nots

  45. Can you put a conclusion section on here? I forgot how too format a conclusion.

  46. how do you want the periodic table done?

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