Solar Energy Honors

7. GRAPHING in GOOGLESHEETS (use data from Chapter 1, COURSEBOOK pg 18), Submit proper table and proper graph in an Google Doc along with your Google sheet. MAKE SURE HEADING AND LABELS ARE APPROPRIATE. Give it a number and a description

8. Chapter 1 Summary pg 20-24 (answer only, no graphing)

9. BEGIN PRESENTATION ON MINING (Choose a specific type and actual mine-Case Study) Presentation Rubric

Create a presentation of your area to explain in detail to the class via ppt (use only credible sources- but you can use "incredible sources to show propaganda)

Each person in the group chooses ONE of the following:

- kind of mining

-economics

-politics

-social justice

-environmental health

-human health

(Potential source for some http://www3.weforum.org/docs/WEF_MM_Sustainable_World_2050_report_2015.pdf)

Study Guides

III. HOMEWORK

1. IGCSE EM WORKBOOK 1.1, 1.2, 1.3, 1.4, 1.5 (you can submit as a hard copy OR upload at the link to your left)

2. Videos: Describe in paragraph form (at least 100 words ) how this relates to coursework, submit response & questions to google classroom where indicated

https://www.youtube.com/watch?v=J8uBZREjUZU (11 minutes)

https://www.youtube.com/watch?v=jGDKtTmcs20 (approx 2 minutes)

https://youtu.be/N7dIuRzyBlY (Approx 2 minutes)

3. READ, briefly summarize (at least 100 words), and bring questions for class: https://thehill.com/policy/energy-environment/430782-ap-50m-gallons-of-contaminated-wastewater-dumped-by-mining-sites

4. INITIAL PARAGRAPH AND PROPER BIBLIOGRAPHY

5. CHAPTER 1 WORKBOOK pgs. 19-22

6. ARTICLE Nestle & Florida: Describe in paragraph form (at least 100 words),how this relates to coursework

Water nestle Florida .pdf

NESTLE AND FLORIDA

IV. OUTCOMES

Expected Knowledge & Objectives

OBJECTIVES In this chapter you will learn about:

-Types of rocks and their formation

-Extraction of rocks and minerals for human use

-Impact of rock and mineral extraction n strategies for landscape restoration

-Strategies for sustainable use of rocks and minerals

OUTCOMES

Candidates should be able to identify and name the world’s continents and oceans:

• Africa, Antarctica, Asia, Europe, North America, Oceania and South America

• Atlantic Ocean, Pacific Ocean, Indian Ocean, Arctic Ocean and Southern Ocean.

VOCABULARY

rock cycle, igneous rock, sedimentary rock, metamorphic rock

surface mining (including opencast mining), subsurface mining (including deep mining and shaft mining)

geology, exploration, accessibility, supply and demand

habitat loss, noise pollution, water pollution, land pollution, air pollution, visual pollution, waste, employment, local economy, national economy, infrastructure

mining waste, land restoration, bio-mediation, landfill

sustainable resource, sustainable development, increased efficiency, recycle, legislation

Potential Bell ringers1. What are the main types of rock in FL? How and when were they formed?2. What minerals are mined in FL? How re they mined?3. How do mineral poor countries and mineral rich countries interact?4. Who would you speak to if your mineral sources were being mined? What can you do?5. Who decides where and when mining occurs?

SC.912.E.5.4:

Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.

SC.912.E.6.6:

Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.

SC.912.L.17.11:

Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.

SC.912.L.17.12:

Discuss the political, social, and environmental consequences of sustainable use of land.

SC.912.L.17.13:

Discuss the need for adequate monitoring of environmental parameters

when making policy decisions.

SC.912.L.17.15:

Discuss the effects of technology on environmental quality.

SC.912.L.17.20:

Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.

Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:

1. Pose questions about the natural world, (Articulate the purpose

of the investigation and identify the relevant scientific concepts). 2. Conduct systematic observations, (Write procedures that are

clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).

3. Examine books and other sources of information to see what is already known,

4. Review what is known in light of empirical evidence,

SC.912.N.1.1:

Plan investigations, (Design and evaluate a scientific investigation). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).

7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences),

9. Use appropriate evidence and reasoning to justify these explanations to others,

10. Communicate results of scientific investigations, and

11. Evaluate the merits of the explanations produced by others.

SC.912.N.1.2:

Describe and explain what characterizes science and its methods.

SC.912.N.1.3:

Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

SC.912.N.1.4:

Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

SC.912.N.1.5:

Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

SC.912.P.10.3:

Compare and contrast work and power qualitatively and quantitatively.

SC.912.P.10.9:

Mathematicians who participate in effortful learning both individually and with others:

Analyze the problem in a way that makes sense given the task. Ask questions that will help with solving the task

Build perseverance by modifying methods as needed while solving a challenging task.

Stay engaged and maintain a positive mindset when working to solve tasks.

Help and support each other when attempting a new method or approach.

MA.K12.MTR.2.1:

Mathematicians who demonstrate understanding by representing problems in multiple ways:

Build understanding through modeling and using manipulatives.

Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.

Progress from modeling problems with objects and drawings to using algorithms and equations.

Express connections between concepts and representations.

Choose a representation based on the given context or purpose.

MA.K12.MTR.4.1:

Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:

Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.

Create opportunities for students to discuss their thinking with peers.

Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.

Develop students' ability to justify methods and compare their responses to the responses of their peers.

MA.K12.MTR.6,1;

Apply mathematics to real-world contexts.

Mathematicians who apply mathematics to real-world contexts.

Connect mathematical concepts to everyday experiences.

Use models and methods to understand, represent and solve problems.

Perform investigations to gather data or determine if a method is appropriate.

Redesign models and methods to improve accuracy or efficiency

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