WELCOME!

Welcome to Mr Walstead’s Class Blog.

Contact me: Christopher.Walstead@cobbk12.org

Below you will see links to course information and assignment posts for each course


Magnet Foundations (AP Computer Science Principles)

>>APCSP Exam Prep Resources<<

Magnet Foundations Course Information

Magnet Foundations Assignment Posts


AP Environmental Science

AP Environmental Science Course Information

AP Environmental Science Assignment Posts

 

Magnet Foundations Course Docs

Foundations Course Syllabus

Abstraction Notebook Directions

e-Portfolio Directions & Demo e-Portfolio

APCSP Concept Outline –for Learning Objectives

AP Computer Science Principles Course Overview


Important Due Dates:

 Performance Tasks Submitted  – Monday 4/30
AP Exam – Friday 5/10

AP Exam Resources:

Course and Exam Description from the College board (See p. 91 for several sample test questions)

Review Book for AP Exam – to buy …And Another Review Book

Computer Science Principles Online Text Book – This would be a good way to review material from class. It also contains self-check questions and quizzes

Relevant Video Lessons – Good review of concepts. Most are 5 – 10 minutes long

Vocabulary Review – Quizlet with terms that will likely come up on the AP Exam

Performance Task Links:

Enrollment Instructions
Performance Task Instructions, Rubrics, and Samples (see bottom of page)
Explore PT Template
Create PT Template

 

AP Environmental Science Course Documents

APES Syllabus 2018-2019

APES Course Outline/Standards

College Board APES Course Description

APES Text Book pdf (This is a newer version than the one we are using – but still very similar)

APES Course Documents Folder 

APES Resources


Project Information

Current Events Presentation Due – On your chosen Friday

Book and Documentary Project Due – Monday 2/4

Community Service Project


 AP Exam – Monday, 5/6

App Advertisement Project

2 and a half classes!
You need to create a video advertisement for one the programs you created this year.
  • It must be EXACTLY 30 seconds or EXACTLY 1 minute
  • It must include:
    • audio created in EarSketch
    • a visual created in Photoshop or Storyboard That or Canva
    • show (at least) a small portion of your app
  • A plan (storyboard)
  • A clear  written explanation of where all the above are used and how some video techniques (see below) were incorporated >>> Fill out & Print This Sheet<<<
  • Audio must be clear and appropriate volume
  • Visuals must be clear

Video Technique Handout

DUE Dates:

A Day: 5/20 (1 hour into class)

B Day: 5/17 (1 hour into class)

Turn in Here:

3a Shared Folder      4a Shared Folder

3b Shared Folder      4b Shared Folder

Post AP Exam Activities

Mon. 5/6 – AP Exam Day (no assignments)


Tue. 5/7 – Many students out (no assignments)


Wed. 5/8

  • APES Post Test (from County) – can replace 1 non-test grade
  • Research terms from the Qualitative Habitat Evaluation Index (QHEI)

QHEI PowerPoint

QHEI Website

QHEI Manual 


Thurs. 5/9Outside (in the creek) to complete the QHEI (proper footwear required – watershoes/sandals)


Fri. 5/10 

  • Lab write-up for the QHEI
      • In your notebook:
        • Complete QHEI Form (I have some printed small)
        • Use This >>> QHEI Manual  <<<< for scoring information
        • Justification for the score in each category
          • Pictures & Explanation 
        • Conclusion paragraph
          • Is this portion of SOPE Creek a high quality wildlife habitat?
          • Support with evidence from your evaluation and min. 1 other researched source
  • Organize presentation for community service project
      • Presentation:(individually or group) Must be between 5-10 Minutes 
      • Come up with some creative method for sharing your experience with the class. You may choose the format. Be creative. 
        • Possible ideas: Scrapbook, Video, Collage, PowerPoint, Website
        • Keep in mind that a basic PowerPoint with pictures is generally not to creative and would receive a maximum of 25/50 points in this category
      • What organization/event did you work for? What is the overall purpose/mission of the organization/event? 
      • What did you spend your time doing? 
      • How does this relate to your reading/viewing from part one? How does this fit in with our studies in environmental science? You will have to do some further research. Be detailed and specific in this section of your presentation. What is the science behind what you did? 
      • Personal reaction – did you find the experience, fun, worthwhile, frustrating, boring? Share your thoughts. 

Mon 5/13

  • Community Service Project Presentations for anyone not in class on 5/14
  • Tag & Release Population Study (Goldfish Crackers are Back!!)

Tue 5/14 – Community Service Project Presentations


Wed 5/15 – 

  • Sr Finals 
  • Maybe something else (not sure yet)

Thur. 5/16Many students out (no assignment)


Fri 5/17Value of a Forest Lab (Outside in the woods)


Mon 5/20  –  Lab write up for Value of a Forest

Shared Forest Data


Tue 5/21 Final Exam

 

 

APES Unit 9

Unit 9 – Water Resources and Pollution (Ch.21 & 22)

Test: Wed, May 1

Unit 9 Review Questions with KEY

Class PowerPoint: Unit 8

Pollutants:  Water Pollutants Cut and match ANSWERS

Water Diversion Information:

Outline_21            Outline_22


US & International Water Issues

1. Go to this paper, list the nine facts about water in the US, and a brief summary for each.

2. Go to this site and in your lab notebook, summarize the water crisis for your assigned country. Include a minimum of one additional fact from another source. Cite your source.


Water Diversion

Shared Presentation

Water Diversion Research Questions


Water Allocation

Place Water Allocation Results Here


The Water You Drink

The Water You Drink

To complete the activity above, you will need the following resources:

2018 Cobb Water Quality Report

EPA Contaminate List


Water Runoff Case Study

Losing the Farm Case Study

APES Unit 8

Unit 8  Climate and Air Pollution Ch. 23-26

Test: Friday 4/19

Class PowerPoint: Unit 8

Review Questions: Unit 8 – Review Questions

Outlines (I do not have one for ch. 23) Outline_24   Outline_25   Outline_26

Unit Topic Focus List: Unit 8 Focus Topics

Air Pollution Formulas: Air Pollutant Formulas


Predicting an El Nino

Go HERE to analyze El Nino Data


Carbon Cycle & Greenhouse Gasses

http://www.esrl.noaa.gov/gmd/education/carbon_toolkit/basics.html


National Climate Assessment

Summary Videos

Shared Folder to Upload Video (Must sign in with Wheeler or Magnet account)

“National Topics” Chapters

  1. Water
  2. Energy Supply, Delivery & Demand
  3. Land Cover & Land-Use Change
  4. Forests
  5. Ecosystems, Ecosystem Services, & Biodiversity
  6. Coastal Effects
  7. Oceans & Marine Resources
  8. Agriculture & Rural Communities
  9. Built Environment, Urban Systems, & Cities
  10. Transportation
  11. Air Quality
  12. Human Health
  13. Tribes & Indigenous Peoples
  14. Climate Effects on U.S. International Interests
  15. Sectoral Interactions, Multiple Stressors, & Complex Systems


Lichen Count

Shared Data

  1. Place lichen images in your lab notebook
  2. In your lab notebook indicate the class data for SO2 levels around campus. Note any differences in readings and hypothesize why those differences may have occurred (Cite source(s))
  3. Go to https://airgeorgia.org/ and look at the air quality for today. Investigate the site and discuss some of the information that you have found there
  4. Go to https://www.epa.gov/air-trends/sulfur-dioxide-trends#sonat Investigate this site and discuss some of the information/national SO2 trends that are presented.
  5. What are the environmental and health consequences of SO2 exposure? You may want to include analysis of the data from THIS GRAPH regarding asthma incidence

 

APES – Unit 7

Unit 7 – Energy (Ch. 17-20)

Test: Tues. 4/9 (The TUESDAY after SPRING BREAK!!)

Class PowerPoint: Unit 7

Lecture GuidesCH17 LG   CH18 LG   CH19 LG   CH20 LG

Chapter Outlines: Outline_17   Outline_18   Outline_19   Outline_20

Review Questions: Unit 7 Review Questions

Focus Topics: Unit 7 Focus Topics


Energy IQ

Take Quiz


Kill-a-Watt Lab

Electrical Power Lab


Energy Conservation
  1. In your groups research conservation strategies for each of the 4 sectors
    • Strategies to reduce must be socially and culturally practical. (Only using your refrigerator for 4 hours a day would reduce electricity generation, but would not be acceptable in the US)
  2. Quantify the amount of energy your conservation strategy would save over a year (in Quads) – see below

U.S. Energy Use

97.3 Quads Used per year in U.S.

(Quad = 1015 BTU or 1.055 × 1018 joules)

  Electricity Generation Transportation Industrial Residential/ Commercial
Input: 37.5 Quads 27.87 Quads 21.31 Quads 10.58 Quads
Sources:
Petroleum 1% 95% 42% 16%
Natural Gas 17% 2% 40% 76%
Coal 51% 0% 9% 1%
Renewable 9% 3% 10% 1%
Nuclear 21% 0% 0% 0%
Output: 67% loss

24% residential & commercial

9% industrial

 

79% loss

11% automobiles
9% aviation

51% loss

21% chemical production

15% petroleum refining

14% metal smelting/ refining

35% loss

23% space heating

10% water heating

3% wet-clean (mostly clothes dryers)

(Other outputs that use energy from electricity generation)

19% lighting
11% air conditioning
4% refrigeration
6% electronics

3% ventilation


Evaluating Alternative Energy

Shared Data

Evaluating Alt Energy Handout

p.404 from text book:

APCSP AP Exam Prep

**Scroll Down for After School Practice Session Dates**

Mandatory Albert.io Questions

The following Review Questions are required to be completed by the due dates listed below

Grades will be assessed in the following way: 25% of score comes from accuracy, 75% comes from completion.

Topic

Number of Questions Due 11:59pm on…

Data

109 3/24

Abstraction

92

3/31

Algorithms 71

4/7

**The last Sunday of Spring Break**

Programming

131

4/21

**You have 2 weeks for this topic**

Global Impact 93

4/28

Internet (68 Questions) – this is not required to be completed because we already did these questions, but you might want to look at them again


After School Practice Tests

We will do a timed half-exam (37 questions/60 minutes) from the college board and review answers at each session. Time: 3:45 – 5:15 

Please fill out this form to indicate that you will be attending certain sessions. You can submit the form multiple times, so just select the sessions you are sure that you can attend

https://forms.gle/5DqpvafBN9uBA9od7

Tues 4/16

Thurs 4/18 – Cancelled due to Sr Project

Tues 4/23

Thurs 4/25

Tues 4/30

Tues 5/7


AP Exam Resources

 

AP CSP Exam Study Guide – Good Review with Vocabulary, Information and Practice Questions

Kahn Academy Vocab Review with explanations

Review Book for AP Exam – to buy …And Another Review Book

Computer Science Principles Online Text Book – This would be a good way to review material from class. It also contains self-check questions and quizzes

Relevant Video Lessons – Good review of concepts. Most are 5 – 10 minutes long

Quizlet’s by Big Idea:

Data &Information and Abstraction: https://quizlet.com/_6kfjwa

Algorithms & Programming : https://quizlet.com/_6kfkmr

Internet & Global Impact: https://quizlet.com/_6kfl49

 

APES Unit 6

Unit 6 – Risk, Toxicology, Natural Disasters, Waste (Ch 15, 16, & 19)

Laws Quiz II (Closed notes – random group): Tues. 3/19

Test Date: Thurs. 3/21

Unit 6 – Class PowerPoint

Unit 6 – Review Questions with KEY

In class Review Questions

Outlines:   Outline_15      Outline_16     Outline_30

Unit 6 – Focus Topics


Risk Survey

Link to Survey

Class Results

In you lab notebook, make some sense from the class data:

  • From the data in the class results choose some data to analyze.
  • It can be looking at one or two specific risks, a group of risks, or the data as a whole.
  • You can make comparisons to the expert analysis provided or to other researched information.
  • Create a visual from the data to help support your analysis (graph/chart)
  • You must have related or supporting information from an outside source (cited)

 


Radiation Exposure Survey

Radiation Exposure Survey

Go to this post to see  radiation exposure assignment

 

Radiation Exposure

From the Introduction Information below, answer the following in your lab notebook

1.How does ionizing radiation cause damage to cells?

2.Why is there little consequence to our daily background radiation exposure?

3.How does radiation cause cancer?

4.What are the consequences of large doses of radiation?


Introduction

Radiation causes ionizations in the molecules of living cells. These ionizations result in the removal of electrons from the atoms, forming ions or charged atoms. The ions formed then can go on to react with other atoms in the cell, causing damage. An example of this would be if a gamma ray passes through a cell, the water molecules near the DNA might be ionized and the ions might react with the DNA causing it to break.

At low doses, such as what we receive every day from background radiation, the cells repair the damage rapidly. At higher doses (up to 100 rem), the cells might not be able to repair the damage, and the cells may either be changed permanently or die. Most cells that die are of little consequence, the body can just replace them. Cells changed permanently may go on to produce abnormal cells when they divide. In the right circumstance, these cells may become cancerous. This is the origin of our increased risk in cancer, as a result of radiation exposure.

At even higher doses, the cells cannot be replaced fast enough and tissues fail to function. An example of this would be “radiation sickness.” This is a condition that results after high doses to the whole body (>100 rem), where the intestinal lining is damaged to the point that it cannot perform its functions of intake of water and nutrients, and protecting the body against infection. This leads to nausea, diarrhea and general weakness. With higher whole body doses (>300 rem), the body’s immune system is damaged and cannot fight off infection and disease. At whole body doses near 400 rem, if no medical attention is given, about 50% of the people are expected to die within 60 days of the exposure, due mostly from infections.

If someone receives a whole body dose more than 1,000 rem, they will suffer vascular damage of vital blood providing systems for nervous tissue, such as the brain. It is likely at doses this high, 100% of the people will die, from a combination of all the reasons associated with lower doses and the vascular damage.

In this laboratory, you will estimate your annual radiation exposure.  The unit often used to measure a received dose of radiation is the millirem—mrem.  One millirem is one one-thousandth of a rem.  Rem units allow scientists to equate doses of different types of ionizing radiation to best determine the health risks each would pose to humans.

Determine your radiation exposure for the past year.  Then total the values to determine your annual radiation exposure for the past year.  All values listed are in mrem units per year, unless noted otherwise.


Go to the following site and take the radiation survey:

https://www.epa.gov/radiation/calculate-your-radiation-dose


Analysis Questions: (Answer these in your lab notebook)

  1. What is your radiation dose? How does it break down (the pie chart provided). What is the average American radiation dose (in mrem) Is your value more than 100 mrem greater or less than the average? If yes, identify some reasons why your values may vary greatly from the average

    1. Report on some of the information provided below the survey questions in the “More Info” section of the page (1 or 2 topics is OK)

  2. For most people who live within five miles of nuclear power plant, would you anticipate that radiation released by the plant is a significant or insignificant source of radiation? Explain your answer.


  3. According to the United States Nuclear Regulatory Commission (NRC), on average, 55% of radiation exposure to S. citizens results from radon gas. This is the greatest of any single source.  How do your results compare to this?


  4. Leadville, Colorado lies at an elevation of over 10,000 feet. List three reasons why people who live in this community would have higher levels of radiation exposure than many people who live elsewhere in the United States.


  5. Can you identify any other sources of ionizing radiation that were not listed in this laboratory exercise? Please list..

APES Unit 5 Resources – Land Use

Unit 5Land Use and Fisheries (Ch. 13, 14, & 29)

Test Date: Monday, 3/11

Unit 5 – Class Notes

Unit 5 – Review Questions

Unit 5 – Review Questions with KEY

Unit 5 – Focus Topics

Outline_13      Outline_14      Outline_29


 Forestry Issue Position Research (See Google Classroom)


Value of the Forest Lab

Value of a Forest Instructions

Class Data

Introduction, Methods (with citations page) Due:

Complete lab report Due:

Turn it in through Turnitin.com  – Class ID –  Password

Formal Lab Report Format

Scientific Writing Tips


Invasive Species/Endangered Animal Poster

Go to this page to see assignment details


Urbanism vs. Suburban Sprawl

Go to this site

  • Using the animation, Summarize “New Urbanism” planning ideas vs. consequences of “Sprawl”
        • click on the different elements to view details, then choose the sprawl tab in the pop-up window. There are 10 elements that are highlighted in the animation.

Designing and Urban Area

Using the Excel city template. Complete the designing urban areas assignment and place it in your lab notebook

EXCEL WORKSHEET CITY TEMPLATE – URBAN PLANNING

ASSIGNMENT – DESIGNING SUSTAINABLE URBAN AREAS