EnvironMENTALly speaking
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EnvironMENTAL science!

School Calendar ...

Lunch Menu Calendar ...

Video Links


Go to the following websites and answer the questions below (To be handed in TODAY).

Purdue Ag Department

Begin with chapter 1...
1) List and define the 5 factors of soil development.

2) What factors are present when the soil begins to develop?

3) What is a soil profile?

4) What is Till?

5) What was the source of outwash in Indiana?

6) What are lacustrine materials?

7) What process deposited silt in the form of loess?

8) What is alluvium?

9) Relief describes what factor relative to soil formation?

10) Why is climate important in the formation of soils?

11) What is the chief contribution of plants and animals to the formation of soil?

12) Most of Indiana formed under what type of vegetation?

13) How long does it take for horizons to form in parent materials?

14) What makes the surface A horizons in soil dark colored?

15) What has happened to carbonates and some bases in Indiana soils?

16) What are peds, relative to soil structure?

17) List the 6 common types of soil structure.

18) Why is soil structure significant?

19) What is a soil horizon?

20) List and describe the main soil horizons

Go through this website and answer the questions below:

National Snow and Ice Data Center
(Use the links found in the menu along the left side to find all the answers for this section)

21) How does frozen ground form?

22) How will climate change affect frozen ground?

23) What is peat, and how does it affect frozen ground?

24) Where is frozen ground found in the United States?

25) Where does subsea permafrost exist?

If you get the chance, the two links below have a lot of information about soils which you may wish to use.

U. Wisc.

Natural Resources Conservation Service


Research Project:

Research Assignment: Lower the Grid Use.
A small grant of $1,000 which promotes green technologies recently became available and BNLHS would like to take advantage of the grant to lower utility costs and/or reduce waste/pollution. All of the aforementioned would be best, but unlikely with the limited budget. Students are being solicited for ideas and being the good student you are, you want to make sure the money is used in such a manner as to gain the most benefit from the grant.

If you had $1,000 to spend on anything which would lower costs and have a beneficial effect on the environment by changing existing structures or grounds here at BNLHS, what would you choose to do?

Technology, which would lower costs by reducing waste?

Technology, which would produce its own energy?

Technology which would reduce emissions/pollution?

Technology that would increase the efficiency of existing equipment and/or buildings?

Something else, such as sustainable use of property like a garden area?

For your assignment, you (individually) will research various ways of accomplishing the goals stated above, and write a 1 page paper stating the project, listing materials needed, a budget listing costs for all equipment and materials, and an explanation why you chose the project. Bibliography is to be used, and sources cited. Should you interview/talk with/e-mail/otherwise contact professionals, list their names and contact information in the Bibliography.

You will also create a Powerpoint presentation to help sell your idea that will be viewed by the class.

This is a sales job. Sell me on the idea that YOUR idea is better than anyone else’s idea.

Paper will be typed, 1” by 1’ margins, no larger than 12 pt font using Times New Roman font. Title may be 14 pt font using Bold Times New Roman font. Your name should be signed at the bottom of the paper.

This will be due May 2nd.


" Renewable Energy: How to save money and energy "

Link to video "How to Save the Planet"



Click on the following link for the activity for today:

Lab Activity for 5/12/2013

Lab Activity for 5/12/2013 part 2

Lab Activity for 5/12/2013 part 3



Make sure your research project is finished and turned in today.

Once finished with that, continue below:
"Lawrence County Gem, Mineral, and Fossil Show and Swap "

"Virtual Dating/ Isochron "



Work on your research project, get it finished up - it is due tomorrow.

When you finish, read the following article and write a short 1/2 page to 1 page paper saying (1)whether you agree with it or not (and why!), (2)what challenges you think will have to be overcome in order for it to happen, and (3) what is WWS?
"The Solution Project: 50 states, 50 solutions"

Continue with yesterdays materials...


IF YOU ARE TAKING ANY A.P. EXAM, you MUST attend a Pre-Administration meeting in the library today or tomorrow during the 2nd half of your lunch (periods 4, 5, or 6) to fill out the name, school, etc. on your test.

Friendly reminder: Your research project is due FRIDAY May 2nd.

Today, you may work on the research project OR the following (Both will still need to be handed in; the lab simulation will be due next Wednesday):
"Energy Simulation lab"

Once finished with the above exercise, move on to these:

WNS = White-Nose Syndrome

(If a link doesn't work, Google it.)

1) Read the following article, write a paragraph summary, and answer the questions below; e-mail it to me - DO NOT print it out.

Include the following in your paragraph:

A) Why this (WNS being found here in Southern Indiana) is important;

B) List at least 2 ways in which this discovery could affect YOU; More if you can think of them!

C) The number of U.S. States in which WNS has now been found;

D) How WNS is transmitted;

E) Explain the purpose of the DNR effort with WNS;

F) The physical signs of WNS;

G) Explain the reasons for the USFWS decontamination procedures for each step of the procedure (use the other links provided below the article to find these).

I am providing the link to the original press release, but in case the link doesn't work, the text follows:
Link: Try this FIRST! (it's formatted for easier reading...)

WNS page



Media contact: Phil Bloom, DNR Division of Communications, 317-232-4003 or
Georgia Parham, U.S. Fish and Wildlife Service, 812-334-4261 x 1203 or

USFWS Decontamination Protocol

White-Nose Syndrome Decontamination Protocol (v.3)U.S. Fish and Wildlife Service (look for the link)

2) In the Supporting Decontamination Documentation for Cavers, one sentence say that "Adopting decontamination procedures requires acceptance of" what idea?

3) Again for cavers, You should not handle bats. However, if you should observe live or dead bats (5 or more individuals in a
single location) that potentially are exhibiting characteristic signs of WNS what should you do?

Use the following link to find the information to answer the questions below the link.

USGS Newsroom article

4) How is the WNS associated fungus Geomyces destructans unlike that of any known skin fungal pathogen in land mammals?

5) What is the prevailing hypothesis is that daytime winter flight of WNS affected bats?

6) What other reasons might be plausible explanations for daytime winter flight of WNS affected bats?

7) With your answer to #5 and #6 in mind, how would you go about determining the cause for daytime winter flight of WNS affected bats? (Set up the parameters for and define procedures for an experiment to determine the cause for this bat activity)

Read the article found by clicking the following link. Comment in the social forums on Moodle about this article, and the others to which you have not yet responded.

BMC online article


Link to a
"Video: Giant Water Bug Eating"

When you are finished with the following, continue work on your research project.

Test over Chapter 10 tomorrow.

Read the following, then follow the format of the article to complete the assignment:
"How To Summarize An Article"

Read and summarize the 4 articles found on the links which follow;
Computers doing A articles: 1, 3, 7, 10, 13, 16, 19, 22, 25, 28, 31.

Computers doing B articles: 2, 5, 8, 11, 14, 17, 20, 23, 26, 29

Computers doing C articles: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30

Article links:
(EVERYONE does the article on Beets)
Ethanol from Energy Beets: A Viable Option?

How a Small County in California Went Grid Positive

Click Top 10 Trends in Brazil Biofuels for 2014

Building-Integrated Solar Air Heating Systems Proving Popular

What’s Powering the Future of Clean Tech?

Trees Go High-tech: Turning Cellulose into Energy Storage Devices

Algae May be a Potential Source of Biofuels and Biochemicals Even in Cool Climate

US Driving Research on Hydrogen Fuel Cells

Clearing Up Cloudy Understanding on Solar Power Plant Output

Turning the Tide on Barrage Technology

The Never Dull Life of a Wind Farm

The Solar Energy Outlook for 2014

Examining the Challenges Faced by the CSP Industry



1) An opportunity:
Click HERE to see...

2) Water Testing Information:
Click HERE to see the Hoosier Riverwatch testing manual with protocols and explanations.

A) What is a watershed inventory?

B) What is the difference between accuracy and precision? Why would that be a concern?

C) What is the riparian zone?

D) The CQHEI produces a total score that can be used to compare what?

E) What is meant by "Fish cover"? Do they have blankets?

F) Explain the difference between each of the following: Riffle; Run; Pool; Glide.

H) How is stream flow AND Discharge calculated, and why is it important?

I) When collecting water samples, from what part of the stream should a sample be taken?

J) What effect does temperature have on Dissolved Oxygen?

K) What effect does temperature have on the rate of Photosynthesis of aquatic plants?

L) What happens to aquatic organisms when water temperatures get higher?

M) How is the percent saturation of Dissolved Oxygen calculated?

3) Answer the questions which follow the link:
Click HERE to see the EPA Water Monitoring and Assessment.

A) List at least 5 reasons Aquatic macroinvertebrates are good indicators of stream quality.

B) List both the advantages and disadvantages of the biosurvey.

C) The information provided by biosurveys and habitat assessments can be used for many purposes. List at least 3.

When you finish, hand in your work and proceed to work on your research project.


Complete the following and hand it in TODAY. When you finish, work on your research project.
Click HERE to get today's lab.


Complete the simulation linked below. Copy the results (The number of Brine shrimp that survive in each test tube) into a data table. and answer the questions below.

Click HERE to get the LD-50 simulation

1) What is LD-50?

2) Explain how LD-50 is graphed. (What are the variables?)

Now research your information for the Research Project (listed above today's simulation).



Read through the following tutorial:

Click HERE.

After reading it, or while you read it, create a graph from the data you collected from the parking lot comparing Type on day 1 with Type on day 2.

Hand in your graph by the end of the period.

After you finish, read the following:

Click HERE.

Complete the following activity:

Click HERE.


IF you play games online OR are not working on class materials/projects/assignments I will give you a zero for this lab. This means that your grade will drop at least 1 letter grade.

Work on the lab write-up for your data collection in the parking lot.

1. Normal Lab Report Format (one for every person - not one per lab team)

2. Data Tables (your rough data, preferably labeled and with rulered lines)

3. Lab Report Conclusion
a) What you learned, problems encountered, how could problems be solved, how could this lab be
b) Write a discussion covering the following topics:
1. What problem(s) does gathering data over two days present?
2. What are the sources of error in this lab and how could they be minimized?
3. Explain in detail how this lab resembles a biotic population study.
4. Why might you want to sample data at the same time of day, instead of at different times of the day? What might be the effect on the data?
5. What would be the effect on your data if you were to collect the data at 11:00 P.M. instead of during the day? How would this example be similar to sampling data for nocturnal animals?
6. Calculate the population density for your data. (how many organisms can be found in a specific amount of space) Ex: 64 spaces total occupied by 54 vehicles would be 54/64 x 100 = 84.375% occupied. If the spaces are 10’ x 20’, multiply 10 x 20 = 200 sq. ft. in one space, multiplied by the number of spaces surveyed (64) = 12,800 sq. ft. total area.
12,800/54 = area used of 237 sq. ft. per vehicle.
7. What problems might exist if you were to sample part of your data one day, and part the next? Explain how this might affect your data.

When you finish, staple and hand in your papers, then complete the exercise on the following website:

click HERE


Exercise for today:

Exercise for 3/19/2014 click HERE


Happy St. Paddy's Day!

Keep your phones put away unless you have permission.

Wildlife References:


ESA Basics...


Wildlife Glossary


Ohio DNR Species A to Z Guide


Unit 9 of the Study Guide for Hunter Education Certificate

Freshwater Mussels,
Select Species Identification and Location




Hunting and Trapping




Nongame and Endangered Wildlife


Endangered Wildlife


Landowner and Habitat Help


ESA Basics...


ESA Basics...

Wildlife Objectives:

1. List the role of federal and state agencies that govern Indiana wildlife & the protection, conservation, management, and enhancement of Indiana’s wildlife & their habitat through improvement practices

2. List and define the role of the Federal and State programs and laws that govern Indiana wildlife & the protection, conservation, management, and enhancement of Indiana’s wildlife & their habitat through improvement practices

3. Find examples of tracks left by Indiana wildlife species (each of the following: mammals, birds, reptiles, amphibians, fish,
crustaceans, mussels, insects, spiders, etc.), copy and paste or draw the tracks and identify each through written communication well enough that someone could use them to identify the animal track if found in the wild by physical characteristics, tracks, movement patterns, habitat suitability, and/or other unique characteristic signs.

4. Define and differentiate between extinct, extirpated, endangered, threatened, &
species of special concern.

5. Explain the importance of biodiversity and the implications of biodiversity loss.

6. Describe factors affecting the biodiversity of Indiana species and the methods being used to improve existing populations.

7. Describe at least 3 examples of the current struggles of native Indiana wildlife species impacted by biological & physical agents as well as the impact of the introduction of invasive non-native
species on Indiana species.

8. Cite at least 3 examples of current and potential concerns to Indiana native populations

9. Identify basic wildlife survival needs of Indiana wildlife.

10. Identify the niche Indiana Wildlife serves, & habitats where they may be found.

11. Describe specific adaptations of 3 Indiana wildlife species to their environment and their role in the ecosystem in which they are found.

12. Describe situations that limit or enhance population growth of species found in Indiana.

13. Discuss the concept of carrying capacity & limiting factors. List at least examples that have or may occur in Indiana

14. List and explain at least 3 anatomical, physiological, and/or behavioral adaptations
of wildlife found in Indiana to aid in their survival in their environment.

15. Define the following wildlife & wildlife related terminology: A)habitat
F)food web

16. List and explain current events that may be impacting Indiana wildlife, whether
year-round residents or migratory species.


Aquatic Ecology

This needs completed today. You may finish it at home and either e-mail it OR hand it in AT THE START of class Monday. If you wait until later, you will get half credit.

Links to use:

Wikipedia ...
Information found under under “Sustainable Agriculture” through “Water”

select “Smart Water Use on Your Farm or Ranch”

Georgia Water USGS ...
The Water Cycle - All content on the page.

Indiana Association of Soil and Water Conservation Districts...
Know the 8 conservation
partnership members as well as their focus and outcomes.

USGS Water Education pages ...
USGS Water Resources:
Only the following links under Water Basics: Hydrology Primer,
Glossaries of Water Resources Terms-Water Basics Glossary

Volunteer Stream Monitoring Training Manual ...
by Hoosier
Riverwatch, current edition. (Riverwatch Training Manual only)

***Aquatic Ecology Questions to be answered:

1. List/Identify assisting agencies *and* laws that govern Indiana waters.

2. List and describe/explain the programs which benefit our
water resources.

3. Define *watershed* and list/describe the interaction of its various components.

4. Define the difference between non-point source and
point source water pollution.

5. List and describe the various types of water pollution
(organic, inorganic, thermal,
toxic, etc.) and their impacts on water bodies and the organisms which live there.

6. Read through the procedures and be able to conduct water tests *and* interpret data for assessing water quality. (Hoosier Riverwatch manual, the chemical and physical tests - given a scenario on a test you must be able to identify how a change in a variable (such as pH) will affect the stream. There are multiple water test components. What happens when each component is changed independently of the others?

7. Identify aquatic organisms (Example: how would you describe the difference between a Stonefly larvae and a Mayfly larvae?) AND be able to classify them by feeding and pollution tolerance groups, and determine their indication of aquatic health. (Example: What would the presence of a Caddisfly larvae indicate about the general health of a stream?)

8. List and describe the unique characteristics of freshwater resources (lakes and ponds, rivers and streams, reservoirs, wetlands, and groundwater) and how each one differs from the others.

9. List the basic concepts
of hydrology and the water cycle.

10. Be familiar with the distribution of the Earth’s water (how much is located where? % in oceans, % in streams and rivers, %in groundwater, etc.) and explain water’s changing states and processes of the Water Cycle.

11. List and describe Best Management Practices (Land use/farming)that reduce water use (such as conservation tillage, cover crops, plant selection, precision agriculture, water re-use, and sub-surface drip irrigation).


Finish the exercise from Monday and e-mail or hand it in by the end of class. Late papers will have 10% deducted until midnight, after that 50%. If not handed in by class the next day, you will get zero points.

Part 2
Enter your data into an Excel Spreadsheet.
If you do not know how to do this, do this tutorial:

Excel tutorial

Once finished, you may click only on links below OR websites which you may request.


Env Games




Questions to be answered are found below the links.

Tree Physiology

Forest ecology
(links too)

Sustainable Forest Management

Trees as an important renewable resource

Purdue Links
Type into the Store
Search box and free download the following publication numbers individually:
FNR-FAQ-5, FNR-4-W, FNR-34-W, FNR-111, FNR-178-W,
FNR-180 (Part 1 only), FNR-218, FNR-219, FNR-IDNR-36, FNR-IDNR-414

50 Trees of Indiana

(remember your tree handout from the beginning of the year?) T.E. Shaw, Purdue publication 4-H-15-80.

The Practice of Forestry
All publications in “The Practice of Forestry in Indiana” except Forest
Stewardship page and complete final
report for IN residents perceptions.

Butler University 50 Trees of Indiana
VERY useful links.

***Forestry Questions to be answered***

1. List and define parts & tissues of a tree.

2. Explain the growth cycle & life cycle of a tree.

3. Define and explain the processes of photosynthesis & respiration.

4. Explain how both Photosynthesis and Respiration are important to the growth & reproduction of trees.

5. Describe the typical forest structure: canopy, understory & ground layers & crown

6. List and explain forest ecology concepts & factors affecting them, *including* the relationship between soil & forest types, tree communities, regeneration,
competition, & primary & secondary succession.

7. Identify the abiotic & biotic factors in a forest ecosystem.

8. How do abiotic and biotic factors affect tree growth & forest development? (Consider factors such as climate, insects, microorganisms, & wildlife.)

9. Define the term "silviculture".

10. explain the uses of the following silviculture techniques: A) thinning, B) prescribed burning, C) single tree & group tree selection, D) shelterwood method, E) clear-cutting with & without seed trees, F) coppice management.

11. Explain the following silviculture systems: A)clear-cutting , B)seed tree method,
C)evenaged management, D)unevenaged management, E)shelterwood & selection.

12. Define and explain the methodology & uses of the following silviculture treatments:
A)Planting, B)weeding, C)pre-commercial thinning (PCT), D)commercial thinning and harvesting.

13. Describe how to use various forestry tools & equipment in order to measure tree diameter,
height & basal area.

14. Explain how the following issues are affected by forest health and management: A)biodiversity, B)forest fragmentation, C)forest health, D)air quality, E)aesthetics, F)fire, G)global warming and recreation.

15. Explain how forestry management practices & policy affect sustainability.

16. Explain how economic, social & ecological factors influence forest
management decisions.

17. Describe how science and technology are being utilized in all aspects of forest management. (GIS, among others)

18. Describe the importance and value of trees in urban and community settings,
and list the factors affecting their health & survival.

19. Describe the economic value of forests.

20. List and describe many (at least 6) of the products forests provide to people & society.

21. Explain the “Ecosystem Services” provided by trees.

22. Explain how and why trees and
forests are important to A)human health, B)recreation, C)wildlife, and D)watershed quality.


Complete the exercise from Wednesday, hand it in, then continue to the following activity here.

Today, read the articles found using the links below then anwers the questins following the links.

BPA link 1

BPA Link 2

1. Compare and contrast the viewpoint of each.

2. Explain the possible differences in the source for each link.

3. In your own words, Explain why a person should, or should not, use containers which are manufactured using BPA.


Complete the following activity - answer all questions found within the links below OR by searching online. Questions are found below the links. Hand in your answers by Friday. This assignment is worth 25 points - enough to lower your grade by 1/2 letter grade if you do not hand it in on time.

Soils Key Educational Points 2

Urban Soil Primer

Soil Health for Cleaner Water

Farming in the 21st Century

Soil Health Snapshot Cards

The Soil is Alive

Wiki Soil Horizons

Field Methods for Identification of Soil Texture

Soil Classification (View when NOT at BNL)

Soil Classification

Soil Classification NRCS

CLEARLY, at the top of your paper, place your name, date, and the following:
*Soils/Land Use Objectives*

1. Identify the assisting agencies, and have a working knowledge (for your next text) of the programs that assist land users with soil issues.

2. List the 5 roles of soil forming factors and explain how each affects soil formation and evolution of the soil. (time, organisms, topography, parent material, and climate)

3. Define soil texture and be able to determine a soil’s texture based on classification schemes.

4. Explain why soils vary in color and where soil color determinations
have practical application.

5. Identify how to differentiate between soil horizons based upon the physical characteristics of color, texture, structure, and parent material, etc. when you are shown a soil profile. Draw and label a soil profile.

6. Explain how to identify the following soil structures: blocky, platy, granular, prismatic, or columnar soil structures; and single grain or massive structure-less soil within a soil

7. Describe how particle size influences soil chemical activity.

8. Explain the differences between native forest, native prairie, and natural wetland soils.

9. Be able to delineate the boundaries of the Kansan, Wisconsinan and Illinoian glaciers in the Midwest when given a map. To this end, find a map online that shows these boundaries and print it out to include with your answers.

10. Explain how to use a slope measuring device to determine the percent of slope for a given area, in order to make land use recommendations.

11. Explain the differences between sheet, rill and gully erosion and identify any practices
that would correct these problems.

12. Use a soil survey and/or soil characteristics to determine appropriate land uses.

13. Explain how soils interact with their current environments, including How they degrade, and how to minimize this degradation while protecting other resources.

14. Explain why soil is an important *and* dynamic resource.

15. Explain the nature of plant nutrients and how they are held by soil.

16. List and define the characteristics of wetland (hydric) soils.

17. List and define the soil drainage classes.

18.Explain how wetlands are defined.



Sustainable Agriculture / Locally Grown

Key Topics
(Links to resources are found below the questions, but you may also search online to find the answers to the following questions. The answers are to be handed in Friday)

1. List and define the three pillars of sustainable agriculture.

2. List and Describe the Indicators of sustainable farming.

3. Explain how ecosystems function and describe the services they provide. Good soil health is the foundation of a healthy ecosystem.

4. Explain how sustainable farming practices enhance and protect each of the following: A)soil health, B)water quality, C)water quantity, D)biodiversity, E)management of insect pests, F)management of
plant disease, and G)management of weeds.

5. Explain the importance of local and regional foods systems to sustainable agriculture.

6. Define sustainable agriculture.
Explain *why* it is important to move toward sustainable farming systems to A)conserve natural resources, B)mitigate climate change, C)reduce erosion and protect water quality and quantity.
and, D)promote pollination.

7. Basic knowledge of soil science including its physical, chemical and biological processes and its vital role in sustainable farming.

8. Farming practices that build soil organic matter include the following: composting, crop rotations, cover crops, conservation tillage, and management intensive grazing systems. Define each and describe how it improves soil.

9. Define and describe irrigation best management practices that reduce water use. Include the following: A)conservation tillage, B)cover crops, C)plant selection, D)precision agriculture, E)water re-use, and F)sub-surface drip irrigation.

10. Explain of the role pollinators play in farming and describe various methods to attract

11. Define A)integrated pest management and B)biological pest control.

12) List and describe integrated pest management and biological pest control techniques used to prevent insect pests, disease, and weed problems.

13. Define organic agriculture as an example of a sustainable agriculture system.

14. List reasons why organic agriculture is sustainable and how it might not be.

15. Describe the growth in organic production since the late 1990’s.

16. List ways farmers can reduce their reliance on fossils fuels by
increasing farm efficiency and using alternative fuels.

17. Describe the economic, social, and environmental benefits of
sustainable agriculture to local communities.

18. Learn the ways farmers market their food locally and regionally.

19. Explain the meaning of A) CSAs, B)food hubs, C)farmers markets and D)farm to school.

Three Pillars of Sustainability

Indicators of Sustainable Agriculture

Organic Production Systems

Building Soils for Better Crops

Whole Farm Approach to Managing Pests

The What and Why of Local and Regional Foods

Sustaining Native Bee Habitat for Crop Pollenation

Clean Energy Farming

Sustainable Local Agriculture


FIRST: Finish the exercise from yesterday, then proceed with the bioaccumulation exercise using the link below. Make sure you follow the directions AND answer all questions.

2/20/2014 Bioaccumulation lab activity click here


2/19/2014 Computer Lab
Complete the data table and answer the questions found on the following link by reading the material and using the simulator:

2/19/2014 lab activity click here


Rabbits and Wolves Exploration Questions

This applet allows the user to simulate how nature keeps its balance.

Experiment with the settings in the Rabbits and Wolves Activity to build evidence for the answers to the questions below:

1. What would happen if there were lots more bunnies than there are were wolves? Would the bunnies take over and live forever?

2. What would happen if there were lots more wolves than there are bunnies? Would the wolves live forever?

3. How do the rabbits and wolves live in balance in this game?

2/12/2014 lab activity:

Spread of Disease
Exploration Questions

For each of the following questions, set the population to 100 and run the simulation for about 50 days.

1. Think about a sickness like the common cold- it is easy to get and spreads quickly, but it is also easy and quick to recover from.
a. What would you set the parameters to in the applet to model this situation for one cold season?
b. Predict what will happen to the population before you run the model. Record your predictions.
c. Test your hypothesis using the model. Record your results. Were they what you expected? Why or why not?

*Remember, the ‘Infection Rate’ is the probability someone will get the sickness from someone who already has it; the ‘Susceptibility Rate’ is the probability that someone will be able to get the sickness again after they have recovered from it.

2. What would happen with a sickness like varicella (chickenpox)- it is very contagious, but is usually not dangerous and will go away in about 10 days. Once you get it, you are immune to it, and it is not likely you will ever get it again.

a. What would you set the parameters to in this applet to model this disease?

b. Predict what will happen to the population before you run the model. Record your predictions.

c. Test your hypothesis using the model. Record your results. Were they what you expected? Why or why not?

3. Now try modeling the disease AIDS. It is very unlikely someone will contract AIDS, but there is no cure for it.
a. What would you set the parameters to in this applet to model this disease?
b. Predict what will happen to the population before you run the model. Record your predictions.
c. Test your hypothesis using the model. Record your results. Were they what you expected? Why or why not?

Spread of Disease



You should be finished with the lab from Monday; if not, finish it and hand it in or e-mail it by midnight.

Click the link for today's activity. Hand it in Monday or e-mail it to me by midnight Monday night.

2/7/2014 lab activity:


Use the link provided to find the exercise for the lab today. Read the material on that page, then open #11 in a separate tab or window; answer the questions from #11 and hand them in or e-mail them by midnight tonight.

2/3/2014 lab activity:


Use the following link to access the website used for the lab today:

1/29/2014 lab activity:


Environmental Justice Lab Exercise

Use the following link to access the map used for the lab today:

1/15/2014 lab activity:

Questions due Monday 1/13/2014

1. What is sustainable agriculture?
2. What are the risks and consequences of conventional agriculture – to the environment, to your health and to the community?
3. Explain the problems which may arise from using antibiotics in feed.


IF you have a test for which you need to study, go ahead;

Today's lab activity


IF you have a test you need to study for, go ahead; e-mail the following assignment to me by Midnight Friday, 12/20/2013.

Today's lab activity:


Test over Chapter 5 Friday; concentrate on the terms, interactions, and population / community interactions.

You will get a study guide tomorrow.

Today's activity will be due tomorrow at the beginning of class or e-mailed to me as a text document as an attachment (not as an e-mail) by midnight tomorrow night. Read all instructions. Be prepared.

Today's lab activity:


Read through the material found on the link below; USING INTERNET EXPLORER (it won't allow Firefox to make more arrows) use the link on the page to create your own food web (in blue, "create a possible food web")using all the organisms which have icons , then print it out. Don't forget to type your name into the entry field too.

Succession research Part 1:

Today's lab activity:

Read through the following website, using the arrows at the page bottom for navigation. Complete the quiz at the end and show your teacher the results, answering the questions below the link along the way. Discover the world that doesn't rely on the sun for photosynthesis to produce energy:
Succession research part 2:

Hydrothermal vents:

1. What is Alvin?

2) Where do hydrothermal vents form?

3) What happens to the minerals in the water coming out of the vents?

4)Compare Cold Seeps to Hydrothermal Vents: Similarities and differences.

5) How long do vents remain active?

6) How does photosynthesis take place near the vents? Why?

7)How does chemosythesis occur, and how does this affect the food chain?

8) Why can't the vents be profitable for mining?

9) When were the vents discovered?

10) Research the following and write an explanation: Why are the vents also called "Black Smokers"?

Complete the activities on the following page (page 1 only), answering any questions as you go.
Succession research:

Today's lab activity Part 3:


Today's exercise

Succession research:

Today's lab activity:

Earth Hour

Bycatch Bonanza

The Sea Gull Strikes Back!

Toxic Blaster!

Earth Hour

Bycatch Bonanza

The Sea Gull Strikes Back!

Toxic Blaster!

Earth Hour

Bycatch Bonanza

The Sea Gull Strikes Back!

Pollution Patrol!

Pipe Dreams!

Raiders of the last bark!




Biome research:

Today's lab activity:


You will NOT be in lab again this week. Use your time wisely.

IF you play games online OR are not working on class materials/projects/assignments I will give you a zero for this lab. This means that your grade will drop at least 1 letter grade.

Today's lab activity:

Print out ONLY the grids linked here, you will use them to graph the data found in today's exercise:

Today's lab graph to printout:

When you graph the data, note that grid "B" and grid "C" titles are not correct as shown, and you need to switch them in order to properly plot the data sets for Temperature and pH.

After you've graphed the data, answer the questions for the lab found in the instructions.

You may use Excel if you already know how to use it and can complete the exercise with it.

If you do not already know how to use Microsoft Excel, here is a quick tutorial:

Useful link...

Excel 2010 tutorial

Useful link #2...

Excel 2010 tips

You will NOT be in lab again this week. Use your time wisely.

IF you play games online OR are not working on class materials/projects/assignments I will give you a zero for this lab. This means that your grade will drop at least 1 letter grade.

11/5/2013 Guy Fawkes Day. If you don't know, look it up.

1) Finish yesterday's assignment first and hand it in.

2) Click this, print it out using one sheet of paper only, then complete the wordfind and fill in the blanks. You can look up the answers online if needed.

Heredity ...

Read the following slide show, answer questions where asked:

Genetic Engineering...

How might this technique be used to aid endangered species?


IF you play games online OR are not working on class materials/projects/assignments I will give you a zero for this lab. This means that your grade will drop at least 1 letter grade.

On the following link, answer the questions by visiting the link provided below (one link to the questions, one link to the website to find the answers).

DNA and Genetics Questions ...

Answers ...


You will be working on posters in class tomorrow. Bring materials.

IF you play games online OR are not working on class materials/projects/assignments I will give you a zero for this lab. This means that your grade will drop at least 1 letter grade.

Biodiversity ...

Read through the linked Hossier Riverwatch manual pages 131 through 135.

Hoosier Riverwatch Manual ...


Virtual River part 2 ...

You will be working on posters in class tomorrow. Bring materials.

IF you play games online I will give you a zero for this lab. This means that your grade will drop at least 1 letter grade.


Click here and register so you can vote over break. Vote as much as you can, and get as many people as you can to vote too - we could get a concert (CONVOCATION!!!).

Celebrate My Drive ...

There will be several things going on the next few weeks.

Before the end of the period today, you need to finish the Virtual River exercise and print out the certificate at the end of the exercise.

1) I will hand out the blank posters so that you may begin work on them. you will have a permission form to get signed and attach to the back of your poster before handing it in on the due date (just before Thanksgiving, I will let you know).

2) The permission forms that I hand out to periods 1, 3, and 4 to go on the field trip to the creek for the half-day on Tuesday after we return from Fall Break need to be returned to me by Friday after school. (I am doing Friday Night School and will be at BNL in my classroom until 6:00 P.M.)
You need to decide whether or not you have class conflicts for which you need to attend another class during either periods 1 through 5, or during periods 4 through 8.

The field trip fits part of the curriculum and as such should not be missed. I may be able to meet with small groups on a weekend some other time to accommodate you, but this may or may not be possible. That would also mean that you would not get the experience of working with professionals in the field - people who work with water and water quality in some manner, as they have jobs and are taking time out of their busy schedules to work with YOU

IF you play games online I will give you a zero for this lab. This means that your grade will drop at least 1 letter grade.

Use the data below to complete the exercise from yesterday. For #2 of the analysis, there are two parts - use the data from your class to answer, then include he data from ALL the class periods and see if there is a difference.

Then answer #3 of the analysis.

Sample means from period 1
5.0, 4.5, 5.3, 5.1, 4.9, 5.3, 5.6, 5.7, 5.3, 5.3, 4.6, 5.0, 4.6, 4.9, 5.3, 5.5, 4.0, 4.9, 5.0, 4.8, 6.1

Sample means from Period 3
5.4, 4.6, 4.7, 5.6, 4.9, 5.0, 5.1, 4.3, 4.6, 4.1, 5.3, 4.6, 5.8, 4.0, 4.7, 5.0, 5.8, 5.2, 4.5, 4.7, 5.1, 4.3, 4.7, 5.1, 5.1, 4.6, 5.4, 5.2, 5.2

Sample means from period 4
4.7, 5.4, 4.5, 5.8, 4.5, 4.7, 4.6, 5.1, 4.5, 5.1, 4.8, 5.7, 6.2, 5.7, 5.9, 4.7, 5.6, 5.2, 5.5, 4.7, 5.0, 4.9, 4.4, 4.7, 5.2, 4.9, 5.2, 4.3

Sample means from period 7
4.9, 5.3, 5.4, 5.2, 5.1, 5.0, 4.3, 4.1, 4.7, 5.2, 5.7, 4.8, 5.7, 5.2, 5.0, 5.6, 5.4, 5.3, 6.0, 5.3

Sample means from period 8
3.6, 4.7, 4.5, 5.7, 5.4, 5.9, 4.7, 5.0, 4.6, 5.3, 3.7, 4.3, 5.3, 5.4, 4.7, 5.1, 5.0, 5.8, 3.4, 5.4, 4.5, 4.1, 4.6, 5.1, 4.3, 4.5, 4.4, 4.7, 4.3

Click on the following link, and complete the exercise found there:

Online Water Cycle ...

Click on the following link, and complete the exercise found there:

The Virtual River ...

Click here and register so you can vote over break. Vote as much as you can, and get as many people as you can to vote too - we could get a concert (CONVOCATION!!!).

Celebrate My Drive ...


Click on the following link, and complete the exercise found there:

Online Carbon Cycle Lab...

Once you have completed all parts of the simulation, do the following:
Read this...

Read this first...

...and then answer the following questions:

1) Soil humus accounts for how much more "reduced" carbon than biomass.

2) What percent of the total atmospheric carbon dioxide is converted into biomass by photosynthetic organisms each year?

3) Which is more sensitive to temperature change - the rate of respiration, or the photosynthetic rate?

4) Methane is how much more effective than carbon dioxide at trapping long-wavelength radiation?

5) What is the primary source of methane in wetlands and waterlogged soils?

6) List sources of oxidation of "reduced" forms of carbon.

Perform the simulations found using the following links. Write up the lab using the format found on the 3rd link. Make sure you keep track of data.

Read the material on the following website and complete the entire activity (Note: ignore #5 and #6, we will do this during class).

Read this...

Using the following simulations, Mark and Recapture the populations given - use the information you got from the reading to work on your write-up.

Mark and recapture lab

Mark and recapture lab 2

lab writeup format

Useful link...

Excel 2010 tutorial

Useful link #2...

Excel 2010 tips


Finish your timeline exercise, turn it in, then read/complete the material on the following sites:

graphing lab

tree measuring

Take the quiz...

How Green are YOU?


Read ALL instructions

You are NOT to go to any website other than the ones found as links from this page other than to SEARCH for information ABOUT this material!!!
Doing so may be cause for being removed from computer lab access.


You are a museum curator, and have to create an exhibit for your community about the history of environmental law in the U.S. The American Bar Association has been working with your boss (your teacher!) to assemble some very important laws, cases, and events related to environmental law to include on the timeline.

Unfortunately, your museum can not afford to host an exhibit highlighting everything on your boss’ list.

Your job as curator is to select the most important laws, cases, and events from the list, in order to best educate your museum visitors about environmental law and its impact on your community. What will you include? What you will leave out? Why?


1. Review the list of possible timeline exhibit events.

2. Select 25 items from the list to include on your exhibit timeline. As you create your exhibit, you’ll want to look for the most important events, historically significant events, and the most relevant events for your community. You want your exhibit viewers to be well-educated about the history of environmental law and environmentalism in their community and throughout American history.

3. Use Microsoft Word to create a timeline. Place the events listed on the paper on your timeline, in chronological order.

4. Once your timeline is assembled, go the copy of timeline events listed below this question, and mark all of the events that you used on your timeline so you have a record of them for later.

5. Explain why you chose your specific events. (Convince your teacher that the event is important enough that it should be included in the timeline!)

Homework Assignment

Using the list of possible timeline events, and the events that you marked as used on your timeline, write 3-4 sentences for each event describing why it is important enough to be part of your exhibit. In doing so, you should answer the following questions for EACH event on the timeline:
• Why should we know about the event?
• How does the event impact you today?
• Why is it important for your community members viewing your exhibit to learn about the event?

Environmental Law Possible Timeline Events

Year Event
1681 Pennsylvania colony governor William Penn ordered colonists to conserve one tree for every five cut down.

1872 Congress passed the Yellowstone Act, making Yellowstone the first national park "dedicated and set apart as a public park or pleasuring ground for the benefit and enjoyment of the people" and "for the preservation, from injury or spoilation, of all timber, mineral deposits, natural curiosities, or wonders. . . and their retention in their natural condition."

1900 The Lacey Act prohibited the transport of illegally obtained wildlife across state lines, and outlawed hunting in Yellowstone National Park.

1900 Missouri v. Illinois and the Sanitary District of Chicago:
Missouri filed suit against Illinois to stop polluting the Mississippi River with waste from the city of Chicago. The U.S. Supreme Court ruled in favor of Illinois, thereby allowing the City of Chicago to continue draining city sewers into neighboring rivers. The Court issued this concern: “It is a question of the first magnitude whether the destiny of the great rivers is to be the sewers of the cities along their banks or to be protecting against everything which threatens their purity. To decide the whole matter at one blow by an irrevocable fiat would be at least premature.”

1905 In his annual message to Congress, President Roosevelt suggested, “provisions should be made for preservation of the bison,” calling it a “real misfortune” should the species become extinct. The American bison population, once 70 million, had dwindled to fewer than 300.

1906 Congress passed the Burton Act, which preserved Niagara Falls from hydroelectric power facilities.

1907 Georgia v. Tennessee Copper Company and Ducktown Sulphur:
Georgia filed suit against the Tennessee Copper Company and Ducktown Sulphur because fumes from the companies were coming across the state border and polluting communities, killing forests, and making Georgians ill. The U.S. Supreme Court ruled in favor of Georgia, that the Tennessee Copper Company must regulate fumes that were traveling across state lines. Chief Justice Holmes opined, “It is a fair and reasonable demand on the part of a sovereign that the air over its territory should not be polluted on a great scale by sulphurous acid gas, that the forests on its mountains should not be further destroyed or threatened by the act of persons beyond its control, that the crops and orchards on its hills should not be endangered.”

1913 After a seven year debate between environmentalists and Californians seeking water rights, Congress passed the Raker Act, authorizing the flooding of Hetch Hetchy Valley and the building of O’Shaughnessy Dam, in Yosemite National Park.

1916 Congress established the National Park Service. Today there are approximately 400 national parks across America, comprising approximately 4% of the entire U.S., or 84.6 billion acres of preserved land.

1921 New York v. New Jersey and Passaic Valley Sewerage Commissioners:
New York sued New Jersey commissioners to stop dumping sewage in the New York harbor. The U.S. Supreme Court ruled in favor of New Jersey, and the dumping continued.

1926 Salt Lake City was the first U.S. city to conduct a large scale survey of air pollution.

1933 As part of his New Deal plan during the Great Depression, President Franklin Roosevelt asked Congress to pass the Emergency Conservation Work Act. Under the Act, thousands of unemployed young men were recruited into a “peacetime army” called the Civilian Conservation Corps (CCC), also known as “Roosevelt’s tree army.” Their job was to protect against erosion and the destruction of natural resources. CCC camps existed in every state.

1935 Congress passed the Soil Conservation and Domestic Allotment Act in an effort to control Dust Bowl storms, erosion, land use and conservation. Over 100,000,000 acres of U.S. prairie land were affected by the Dust Bowl. The catastrophe inspired the largest migration of Americans in U.S. history, as 2.5 million Dust Bowl refugees moved away from the prairie.

1937 The first ethanol plant opened in Atchison, KS. The biofuel brand, Agrol, was sold throughout the Midwest with the slogan, “Try a tankful—you’ll be thankful.”

1940 Congress passed the Bald Eagle Preservation Act to prevent the extinction of the national symbol. The bald eagle was removed from the endangered species list in 2007.

1947 President Truman established Everglades National Park. Just prior to the park’s designation, Marjorie Stoneman Douglas published The Everglades: River of Grass.

1954 Heavy smog conditions forced city officials to close schools in Los Angeles for most of the month of October.

1959 The Antarctic Treaty protected Antarctica from the dumping of nuclear waste. To date, 46 countries, including the United States and the former Soviet Union have signed the treaty.

1962 Rachel Carson published Silent Spring, which warned about the dangers of pesticides, especially DDT, to water supplies and wildlife. The federal government outlawed the use of pesticides like DDT several years later.

1963 Congress passed the first Clean Air Act, which regulated air pollution and emissions.

1964 Congress passed the Wilderness Act, establishing the National Wilderness Preservation System to “secure for the American people of present and future generations the benefits of an enduring resource of wilderness.” By 2001, there were 90 million acres of preserved wilderness in the U.S.

1965 President Johnson signed the Water Quality Act to strengthen federal water pollution laws and outline water quality guidelines for states/

1965 Sierra Club v. Morton:
The Sierra Club sued Morton to stop the building of Mineral King near Sequoia National Park. Questions arose over Sierra Club’s legal standing—they personally were not impacted by the building of Mineral King, so did they have the right to file suit? The U.S. Supreme Court ruled that the Sierra Club could file suit only if any one of its individual members were impacted by the building of Mineral King. Thus, the standing requirement that a third party with no direct interest in a case may file suit on behalf of members with direct interests was established. Justice Williams famously dissented, arguing that environmental issues, because the environment impacted everyone, were not subject to legal standing rules.

1968 NASA released the “Blue Marble” photo of earth from space, giving Americans a first ‘outside’ look at their planet. The photo helped raise awareness of environmental issues.

1968 The Wild and Scenic Rivers Act passed by Congress and President Johnson to protect waterways from pollution, commercialization, and development.

1968 Colorado River Bill ended a decades-long dispute in the American West by authorizing the construction of the Central Arizona water diversion project, allowing the seven states of the Colorado River Basin to draw from the river’s annual flow.

1969 Cleveland’s Cuyahoga River ignited, as the chemicals and pollution floating on top of the water caught fire. Images of the fire, along with a Time magazine article accusing the river of “oozing rather than flowing” sparked nationwide attention to pollution.

1969 The National Environmental Policy Act was one of the first laws to establish the broad national framework for protecting the environment. The Act demanded that all braches of government give proper consideration to the environment prior to building airports, buildings, military complexes, highways, parks, and other activities.

1970 The first Earth Day was celebrated by 20 million people across the country. Earth Day was first organized by Gaylord Nelson, a former Wisconsin senator, and Denis Hayes, a Harvard graduate student. Today, Earth Day is celebrated annually around the world.

1970 The Environmental Protection Agency was established to “create and maintain conditions under which man and nature can exist in productive harmony.”

1970 General Motors president Edward Cole promised Americans “pollution free” cars by 1980.

1971 The Ad Council and Keep America Beautiful first aired the “Crying Indian” commercial on nationwide television, inspiring popular interest in the environment.

1973 Congress passed the Endangered Species Act to protect what are now known as Endangered Species from possible extinction.

1974 Congress passed the Safe Drinking Water Act to be administered by the EPA, protecting Americans from contaminated drinking water. The EPA still regulates public drinking water as a result of the act.

1977 Tennessee Valley Authority v. Hill et al.:
The federal government, via the TVA, spent $80 million to begin construction of Tellico Dam in the Tennessee Valley. Hill, a scientist, held up construction on the basis that construction of the dam would harm the snail darter, and petitioned that the snail darter be added to the Endangered Species list. The U.S. Supreme Court ruled in favor of Hill, upholding the legitimacy of the Endangered Species list, in spite of the public funds poured into the dam project. Chief Justice Warren Burger wrote in his opinion, “It is clear that Congress intended to halt and reverse the trend toward species extinction whatever the cost.”

1980 Congress passed the Alaska National Interest Lands Conservation Act, designating over 100 million acres of parks, wildlife refuges, and wilderness areas throughout the state.

1980 The Comprehensive Environmental Response, Compensation, and Liability Act (Superfund) was established to provide funds for cleaning of uncontrolled or abandoned hazardous waste sites, along with accidents, spills, and other emergency releases of pollutants or contaminants into the environment. The Act also gave the EPA power to prosecute polluters.

1987 Long Island garbage barge, Mobro 4000, began a 6,000 mile journey up and down the East Coast, looking for a dumping place. The barge became a popular icon representing the mounting waste crisis in America, but in reality, the barge was simply a victim of circumstance, caught up in legal red tape preventing any city from allowing it to dock.

1987 The Montreal Protocol, an international treaty, was first signed to eliminate ozone-depleting hydrocarbons from the environment. It was adopted by so many countries that it has been hailed as an example of exceptional international cooperation. Since the Montreal Protocol came into effect, harmful ozone-depleting hydrocarbon production has significantly decreased.

1988 NASA warned Congress of the effects of global warming.

1989 The Exxon Valdez oil spill dumped 11 million gallons of oil, devastating Prince William Sound off the coast of Alaska, and images of oil-soaked ocean life flood American homes. Spill results in Exxon v. Baker.

1990 The Oil Pollution Act streamlined the EPA’s ability to prevent and clean up catastrophic oil spills.

1990 A gallop poll found that 76% of Americans considered themselves “environmentalists.”

1992 The Earth Summit held in Rio de Janeiro, resulting in the signing of the Convention on Climate Change and the Earth Charter, a global pledge to control global warming.

1992 Lujan v. Defenders of Wildlife:
The Defenders of Wildlife sued the Department of the Interior to modify the Endangered Species Act to apply to U.S. actions taken in foreign nations, rather than actions only in the U.S. or at sea. Based on the Court’s earlier ruling in Sierra Club v. Morton, the Defenders of Wildlife had two members file affidavits saying that they had traveled abroad to observe the habitats of endangered species (the Nile crocodile in Egypt and the Asian elephant and leopard in Sri Lanka) and planned to visit these habitats again. The Supreme Court ruled against the Defenders of Wildlife had failed to establish sufficient standing to sue, as outlined in Sierra Club v. Morton. The plans of the Defenders of Wildlife members to “some day” revisit potentially threatened habitats were not enough to establish actual or imminent harm.

1997 Julia Butterfly Hill, age 23, lived for 735 days in the top of a 180-feet tall California Coast Redwood tree and successfully blocked its destruction.

1998 David Chain was killed by a tree felled by foresters while protesting in a forest to protect the destruction of old-growth redwood trees.

2005 Kyoto Protocol implemented as countries around the world pledged to reduce the emission of gasses that contribute to global warming.

2006 Former U.S. Vice President Al Gore released An Inconvenient Truth, and the following year, won the Nobel Peace Prize for his efforts to raise awareness about global warming.

2006 The EPA Issued New Air Quality Standards to control daily “small” or “fine” particulate matter—soot, dust, and particles too small to see. Fine particulate matter, which pollutes the air, comes from things like car exhaust, smokestacks, and coal-fired power plants.

2007 Massachusetts v. EPA:
Massachusetts files suit against the EPA for not establishing greenhouse gas requirements in the state. The EPA argued that it, as a federal agency, could not regulate individual state issues. The U.S. Supreme Court ruled in favor of Massachusetts, that the states, via the EPA, may regulate greenhouse gasses.

2007 Live Earth concerts around the world featured Madonna, the Black Eyed Peas, the Red Hot Chili Peppers, Metallica, and the Beastie Boys, to raise awareness of climate change.

2007 San Francisco Oil Spill:
On November 7, a South Korea bound container ship struck a tower supporting the San Francisco-Oakland Bay Bridge spilling 58,000 gallons of oil in the San Francisco Bay. Dozens of dead and injured seabirds were immediately found following the spill. The spill fouled miles of coastland and according to area scientists, could threaten the lives of the bay’s birds, fish, invertebrates, and marine mammals for years. A day after the spill, oil could be spotted 15 miles north of the city, and at least eight beaches in San Francisco and Marin County were ordered closed.

2008 Great Lakes Compact signed by all eight Great Lakes states in an attempt to prevent distribution and sale of water to nonregions.


Read the material on BOTH the following links - they are short summaries of important environmental legislation.

Due TODAY (by midnight, if you e-mail it): Briefly say what each bill/act is, when it was enacted, and why it was enacted to do.

Environmental Law

Environmental Law part 2

Now turn your attention to the handout. This part will be due Tuesday.

Below are some helpful links:

Indiana pending environmental legislation

Federal pending environmental legislation


Read ALL instructions

You are NOT to go to any website other than the ones found as links from this page!!!
Doing so may be cause for being removed from computer lab access.

Today's exercise:

Tragedy of the Commons


You are NOT to go to any website other than the ones found as links from this page!!!
Doing so may be cause for being removed from computer lab access.

Read through all the instructions on this page for this date before beginning the assignment or the reading and research.

The hard and fast due date for the leaf collection project is September 16th. You may also hand it in as soon as you finish, anytime before the due date. However, any handed in after this date will suffer 10% penalty for each day late, with the only exception being an excused absence on that date. If you are absent that date, and have not yet turned in your collection, you will be expected to hand it in the day you return to class.

You have been warned.

Below is a link to what will be another project. I will give you the due date, and will also provide the posterboard for you.

I will want a rough sketch by 2 weeks from today - September 11th. The finished poster will be due at a date I announce later - after the Soil and Water Conservation District has announced their cutoff date, probably in Early November or late October.

Look at the theme, the rules, and especially read the .pdf on what makes a good poster.

Note the prizes given - the local SWCD will also be giving prizes, so there is added incentive to do well.

Poster Contest

Once you have those in mind, research possible topics for your poster, get possible ideas for your poster. IF YOU SEE SOMETHING YOU LIKE DO NOT COPY IT. Modify it to suit your ideas. The judges prefer original work (That way they don't have to worry about copyright infringement).


Check the links below to see past national winning posters.

Poster Contest PAST WINNERS

Continue, and finish, the computer exercise below and hand it in by the end of the period.

Make sure you complete the ENTIRE exercise.

Carbon Footprint

1. Define carbon footprint.
2. How much CO2 does the production of a cheeseburger create?

Read the following material and answer only MY questions.

Carbon Footprint reduction

3. What is "Carbon Credit"?

4. Do you think Carbon credit will work to reduce emissions of CO2? Explain your answer, and give specifics as to your logic.

5. How has global recession affected the carbon trading scheme? (Explain how, no short answers)

Plant Gall formation and causes


You are NOT to go to any website other than the ones found as links from this page!!!
Doing so may be cause for being removed from computer lab access.

Go to each of the following carbon calculator sites, enter your data, record the results, and compare all of them. Some items you may not know immediately, just estimate based on data provided.
Keep a record of each, to be handed in or e-mailed to me along with the following questions, by 8:30 A.M. tomorrow 8/23/2013.

1)Do they all get the same results?

2)What are some of the reasons (at least 3) why they might not match up?

3) What does this activity tell you about Earth's resources?

4) When you finish with the Carbon footprint exercise, read through the links below, then try the water footprint calculator. Record your results.

Carbon Footprint calculator

Carbon Footprint calculator 2

Carbon Footprint calculator 3

Carbon Footprint calculator 4

Carbon Footprint calculator 5

Enjoy, and contemplate these cartoons and their meaning...

Carbon Footprint cartoons

GOff The Mark Environmental Cartoons

Water Footprint calculator (surprise!)

You are NOT to go to any website other than the ones found as links from this page!!!
Doing so may be cause for being removed from computer lab access.


You are NOT to go to any website other than the ones found as links from this page!!!
Doing so may be cause for being removed from computer lab access.

# 4-8 are due today.

1) Due Monday:

Careers exercise

2) Remember, there is the probability of the class going outside in the next several days, including tomorrow, weather permitting. Make sure to dress appropriately. (Tomorrow actually looks good too - for a walk to the creek area)

3) Your leaf project consists of the following:
A) Collect leaves from 20 different trees (there must be no two leaves from the same species of tree)
B) Press them: this may be done by placing a paper towel or newspaper onto a flat surface, laying the leaves on top, then placing something like magazines or books on top of the leaves for a couple of days. The leaf will dry out and will have been pressed flat.
C) Mount the leaves on paper, one leaf per sheet unless the leaves are small enough not to be crowded - construction paper or notebook paper will suffice - using tape. If the leaf happens to be too large or long for one sheet, tape two together and then mount the leaf onto the paper.
D) Include the following next to the leaf:
Date collected
Location collected (address or lat/long coordinates)
List ALL the identifying characteristics used to identify the tree.
Your Name

4) From this point - Due at the end of the period TODAY.

Go to the following website for a tutorial on tree identification and click on "Click here to Launch the animation":


5) Proceed through the exercise on tree identification which pops up when you click the link above. It's simple, but it may save you some grief when identifying your tree leaves. Taking notes would be good.

6) The link which follows has a nice online tree identification application. Click through it, and see what you can do with it using the following information: Broadleaf, with the leaves being rough on top; Red to Dark purple fruit; Simple; Alternate; Not fan shaped; Toothed; both lobed and unlobed on the same tree. What is your answer?

What Tree Is This?

7)Here is a different tree guide:

The Basics of Tree Identification

Click on each of the links listed under "Clues that you will need to examine", and review each. Make sure you click through each page for each link too - the leaf link has 5 pages. It would be a good idea to take notes on each characteristic while you are looking at the page - it may prove to be the difference between getting a leaf identified correctly, or incorrectly. Note that there is an app for smart phones available on this website.

8) Click on the "Leaf Key" link, and try to identify the tree I'm describing: Simple, lobed, pointed broadleaves with a finely cerrated margin are shaped like a 5 pointed star. It has long leaf stems, arranged alternately on the twigs. The fruit is a spiny ball, and the tree generally grows in low, wet woods.

Use the characteristics listed above with the following key. Did you get the same answer?

What Tree Is It?

Here is one from Butler University - I think you will recognize it!

50 Trees of Indiana

Tree Walk, Indiana University

Scroll to page 13...

Drought effects on trees

You are NOT to go to any website other than the ones found as links from this page!!!
Doing so may be cause for being removed from computer lab access.


Then complete the following, making sure you READ the instructions before you start.
Click on the following link, then click on "Carbon transfer through snails and elodea". Read the complete the exercise found there:

Online Carbon Cycle Lab 2 Snails and Elodea...

Online Carbon Cycle game

Online 4H Nitrogen Cycle tutorial






IF you do not already know how to use Excel, try these tutorial:

Excel 2010 Tips:

Link to "Renewable Energy" video.

Renewable Energy

Questions over the video:
Renewable Energy
Name: _____________________________
Directions: answer each of the following questions as you watch the film. You will be held responsible for them on future quizzes and tests.
1. What renewable energy did FedEx make use of to power their plant in California?

2. What percentage of the FedEx facility's needs are met by the solar array on the roof of the building?

3. Sunlight knocks ______ free from the silicon cells to form an electric current.

4. During the 25 year operating life of this solar power plant approximately _____ tons of carbon emissions will be offset.

5. Name 5 major forms of renewable energy for which the technology has been developed to the point that it is ready to be used to meet some our energy needs.
1. 2.
3. 4. 5.

6. How much land would be needed to be covered in photovoltaic cells to meet the entire electrical needs of the United States.

7. What “passive” design was used by the Greeks, Romans, and Anastazi Indians of the American southwest?

8. What is the number one use of natural gas for many homeowners?

9. What scientist first proved that light consisted of photons that could be converted into electricity?

10. Name two modern uses of solar photovoltaic cells.
1. 2.

11. What limits the widespread use of photovoltaic cells at this point in their development?

12. What are “building integrated” photovoltaics?

13. How many homes are powered by the Fenner wind farm?

14. The general idea of a wind turbine is to convert wind energy into ________________ energy.

15. What is the main challenge for wind power?

continue on back
16. What are clusters of wind turbines called?

17. Name two parts of the United States that have the greatest potential for the production of wind energy.
1. 2.

18. What caused the early use of wind power in this country to fall out of favor?

19. In general, what has happened to the size of wind turbines?

20. At the moment what percentage of the electricity needs of the United States are being met by wind power? ____% What percentage has the Department of Energy identified as the target? _____%

21. What island nation makes efficient use of geothermal and hydroelectric power to meet their energy needs?

22. What does it mean to say a plant is a “dual use” facility?

23. Iceland hopes to convert its cars and fishing fleet to ____________ power using its renewable geothermal resources.

24. What type of geothermal can almost any homeowner use?

25. What is the best fuel for many cars converted to use biofuels?

26. Name two other biofuels these cars can use.
1. 2.

27.What percentage of the world’s global warming greenhouse gases come from automobiles?

28. What prairie grass may prove the best source of biofuel?

29. What is gasoline used for in modified hybrids (100 mpg)?

30. What is one major disadvantage associated with using more and more biofuels to produce energy?

31. Briefly describe how a tidal barrage works.

32. What disadvantages are associated with the use of tides and currents to produce energy?

33. Does the technology exist today to make the switch from non-renewable energy sources (fossil fuels) to renewable sources.

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Lowell Bailey

Bedford-North Lawrence High School
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