1. Environmental Science 2/10/14 2/10Review Quiz and Fossil Fuels WB p 30-36 2/11 Visit Coal Mine Online HW: AR Energy resources 2/12Holiday No School HW: Worksheet: “Unquenchable Thirst” #1-10 2/13 Lab: Fossil Fuels: Properties of Coal WB p. 29 and video “limits” video guide #1-7 HW: Study for Quiz 2/14 Quiz and work is collected

2. Date: 2/10/14 Objective: I can understand what are fossil fuels and where we find them. Bell ringer: 1. In figure 2, identify the independent variable. 2. According to the trend in figure 2, What happens to the amplitude as the period increases? Amplitude Figure 2

3. Date: 2/10/14 Objective: I can understand what are fossil fuels and where we find them. Independently read WB p 30-31 Amplitude Figure 2

4. Date: 2/10/14 Objective: I can understand what are fossil fuels and where we find them. Independently read WB p 30-31 And complete WB p. 35-36 Amplitude

5. http://www.oresomer esources.com/media /flash/interactives/c oal_fired_power_sta tion/ Coal to energy

8. Take out your Explore test results you received in advisory

9. Date: 2/4Objective: I can review my EPAS scores Student Test Analysis Review Instructions Student Test Item Analysis – Have students take out their MOY student score report – Model process to explain how students will look for questions that they answered incorrectly to determine the reason for their error (use coding and example questions) – Students will complete the worksheet and answer questions at the bottom – Students without test results may either take the test (and then self-grade) as the others work, or assist students who do have sheets Review the Test – Have students discuss what they found to be amongst their own mistakes: No time to answer the item Misconception about a wrong answer choice Careless error in choosing the answer Did not know the content Learned but did not remember Other – Based on student responses to why they answered a question incorrectly, as well as your own analysis of the test questions, go over the questions addressing the types of errors and ways to avoid mistakes. – Review how they can avoid common mistakes, test-taking strategies, and basic skills as a part of your test review. – UNDER NO CIRCUMSTANCES SHOULD STUDENTS TAKE TEST BOOKLETS WITH THEM!!!!!!!! CLASS SETS WILL BE RETURNED TO MS. ORTIZ IN THE MAIN OFFICE.

13. Date: 2/5Objective: I can investigate the energy in snack foods Bell Ringer: According to figure 1 and table 1, which species is found downstream of the sewage treatment plant?

14. Date: 2/5Objective: I can investigate the energy in snack foods Food Energy Lab 1.Read the directions 2.Establish roles Person A - measures the mass of Frito, Cheeto, and Dorito Person B – measures 100 ml of water in beaker Person C – measures the water temperature before and after chip burning Person D – Gathers the supplies and cleans up the supplies 3.Every member completes their own lab report – Hypothesis, data, calculations, graphs, conclusion, ad post lab question

15. Date: 2/6Objective: I can investigate the energy in snack foods Food Energy Lab 1.Read the directions 2.Establish roles Person A - measures the mass of Frito, Cheeto, and Dorito Person B – measures 100 ml of water in beaker Person C – measures the water temperature before and after chip burning Person D – Gathers the supplies and cleans up the supplies 3.Every member completes their own lab report – Hypothesis, data, calculations, graphs, conclusion, ad post lab question

16. Date: 2/6Objective: I can investigate the energy in snack foods Work to be completed today 1.Experiment 2.Record data 3.Calculations 4.Two graphs 5.Conclusion 6.Questions

17. Date: 2/5Objective: I can investigate the energy in snack foods Quiz tomorrow 1.Know experimental design 2.Know the results of your experiment 3.Know the types of energy 4.Know about coal and natural gas creation, production, and use

18. Date: 2/7Objective: I can investigate the energy in snack foods Complete your lab 1.Experiment 2.Record data 3.Calculations 4.Two graphs 5.Conclusion

19. Top 8 Strategies for the ACT Science Test Read through the instructions carefully, to orient yourself Don't worry about details on your initial read-through Always refer to the passage and the question-stem before selecting an answer In order to read most graphs and tables, you have to do four things: determine what's being represented, determine what the axes represent, take note of units of measurement, and look for trends in the data When reading data, you should be on the lookout for the three characteristic patterns or trends: extremes (maximums and minimums), critical points (or points of change), and direct or inverse variation (or proportionality) If time is a problem, focus on the questions that require analyzing data from just a single table or graph Don't waste time trying to figure out which scientist is "right." Just worry about understanding their different viewpoints Don't panic if you don't understand both scientists' positions. Many questions will hinge on just one of the arguments.

20. In figure 1, the titration curve for ammonium lies approximately: