9 April Science 8 The Human Impact Project (full time for the rest of the year)

Dead sea water (write your expectations:

Volunteer to find the density.

Observe changes when the temperature is lowered.

Examine the difference in refraction–can you tell which beaker holds the water from the Dead Sea?:

 

What will be left when water evaporates:

Will the Jordan River keep on flowing? https://e360.yale.edu/features/will_the_jordan_river_keep_on_flowing

The Dead Sea is Dying: Can a Controversial Plan Save It?https://e360.yale.edu/features/the_dead_sea_is_dying_can__a_controversial_plan_save_it

For today, you should have read:

What do you learn from these two articles?

What is the anthropocene?

How do you think your human impact topic relates to the ideas and information in the articles?

Add the ideas and information from this article to your thinking:

https://news.nationalgeographic.com/2018/03/ipbes-biodiversity-report-conservation-climate-change-spd

Now take a look at this interactive website.

Explain how the interactive works.

What do you add or change to your thinking?

What questions do you have?

  1. Conduct research, annotate sources, and compile an annotated bibliography: Well-respected, credible, reliable, valid, accurate websites, journals, in the news (BBC, NYT, NPR, TOI—other sources with approval), books, videos; Interviews and firsthand observations. Dr. F will post resources and links to resources. Be on the lookout!

You should look at 3-4 sources each day provided for research. The bibliography is arranged in alphabetical order by author’s last name. Include a minimum of 9 sources–reliable scientists, reliable information, reasoned (backed up with evidence) arguments, critiques, and policy recommendations. No references without author attribution (no Wikipedia, for example). Be very, very careful with blogposts and opinion sites. Be able to justify the sources you include.

Annotation format:

  • Bibliographic information in MLA or APA citation style. Complete and consistent.
  • Description of resource (context, type, etc.);
  • Summary of main ideas and important details;
  • Assessment of quality, validity, reliability, point of view, etc.;
  • Your reaction–what it makes you think of, what questions you have, how you feel about the implications of the ideas, facts, argument.
  1. Lead a class activity that is preferably interactive, hands-on/experiential, inquiry-oriented, thought-provoking. The activity should be clearly linked to the topic. Because the time is short you should focus on some aspect of the topic rather than try to encompass the entire topic.
  2. Create Presentation and lead a discussion that is directed toward understanding the science and the issues—Brainstorming Solutions—Present existing proposals for solutions. Class members should do most of the talking. The discussion leader asks questions, clarifies, keeps the discussion on track. This may be a new experience.
  3. You need to prepare for 25 minutes for both #2 and #3 above. Discuss with Dr. F how you might organize your 25 minutes.

Reporting standards:

  • SEP
  • Constructing Explanations and Designing Solutions
  • Obtaining, Evaluating, and Communicating Information
  • CCC
  • Systems and System Models
  • DCI
  • Ecosystem Dynamics, Functioning, and Resilience
  • Human Impacts on Earth Systems

Tentative schedule:

https://docs.google.com/spreadsheets/d/19pC9XXhM1UdcTXYIK-L8mVLhhweSaxLFMAXmwQCP3uY/edit?usp=sharing

Research and Preparation–you need to practice all aspects of your activity

9 April-27 April–this time is for research, for planning, for practicing and preparing.

Discussions and Activities (We will draw the order by lottery.) If you know that you will be absent on a particular day, and you draw that day, you will choose a new date. You may make one change with an agreeable classmate ONLY on the day of the main lottery. If someone is absent, the next person on the roster will take that slot. That means everyone needs to be ready on 2 May!!!) If you do not take your turn as discussion and activity leader, you must make arrangements with me in order to compensate for an incomplete project.

  • 2 May (2 DA’s)
  • 4 May (3 DA’s)
  • 8 May (3 DA’s)
  • 10 May (3 DA’s)
  • 14 May (3 DA’s)
  • 16 May (2 DA’s)
  • 18 May (3 DA’s)
  • 22 May (3 DA’s)

24 grades due

What points of information do you need to record when you consult each source? What criteria will you use to decide on the reliability, validity, credibility of a source? Why?

See this from Cornell on the annotated bibliography:

http://guides.library.cornell.edu/annotatedbibliography

Very useful source: http://e360.yale.edu/

http://e360.yale.edu/features/with-climate-change-deniers-in-charge-time-for-scientists-to-step-up-trenberth-trump

Raising Kids in Delhi’s Worsening Air . https://www.newyorker.com/culture/personal-history/raising-kids-in-delhis-worsening-air

Biodiversity is Life’s Safety Net https://www.theatlantic.com/science/archive/2018/01/biodiversity-life-safety-net/550979/

The Problem with Being Young in India https://pursuit.unimelb.edu.au/podcasts/the-problem-with-being-young-in-india

East Kolkata Wetlands lock down over 60 percent carbon from sewage: Study https://india.mongabay.com/2018/04/06/east-kolkata-wetlands-lock-down-over-60-percent-carbon-from-sewage-study/

Topics

( < https://docs.google.com/a/aes.ac.in/spreadsheets/d/1SXx0Zvtkx8C3SixY99dE-F5_GNS0XYM0yjkp3oNGqsg/edit?usp=sharing >)

  1. (Global) CO2–greenhouse effect–global warming–global climate change—shifting of carbon cycle
  2. India(Invasive species in India—loss of native habitat and biodiversity)
  3. (India) Endangered species. Habitat loss. Trade in endangered species. Animal human conflict. Conservation efforts in India.
  4. (Global)Elements in an Ipad-Laptop-Cell phone–Rare earths and conflict minerals—environmental costs of technology
  5. (India)Air quality in Delhi–air pollution
  6. (Global)The Anthropocene and the 6th great extinction
  7. (India)Mining-industrial, economic development, urban sprawl and conservation of nature / habitat / biodiversity in India
  8. (India)Agriculture-pesticides-fertilizer-nutrition and health in India
  9. (Global with local examples) The concept of ecosystem services—re-evaluating economic policy and theory in light of the environment—other ways to assess the value of the environment—international examples—Indian example.
  10. (India) The degradation and altering watersheds—River linking, dams.
  11. (India-Delhi) Access to clean water—sewage—pollution—irrigation—shortage of water.
  12. (Global) New Diseases. Zoonotic diseases. 
  13. (Global) Food security. Genetic engineering. Reduction in genetic diversity of food crops. Selection of herbicide resistant weeds. Loss of pollinator populations and diversity (pesticides and bees, for example).
  14. (Global and local) Deforestation–India, Tropics, Worldwide
  15. (Global and local) Climate denial, science denial, removal of environmental protections
  16. (Global and local) Current state of “green energy.” Renewable energy. Non-carbon based energy technologies
  17. (Global and local) Habitat restoration. “ Rewilding.”E.O. Wilson’s Half-Earth proposal.
  18. (Global and India) Promising environmentally sustainable practices and technologies (other than green energy examples from #16).
  19. (local)AES efforts to implement environmentally friendly practices. Areas for improvement. Suggestions.
  20. You choose—must be distinct from other options.

About rfrazier

AES profile = http://aes.ac.in/viewprofile.php?u=6946
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