Unit 1 Powerpoint
William Bae
Sam Lee
Period 6
Introduction
•
Environment
– External conditions that affect
living organisms
•
Ecology
– Study of relationships between
living organisms and their
environment
•
Environmental Science
–
–
–
–
how nature works.
how the environment effects us.
how we effect the environment.
how we can live more
sustainably without degrading
our life-support system.
Solar Capital and Earth Capital
• Solar Capital
– Energy from the sun
– Provides 99% of the energy
used on earth
• Earth Capital
– Life-support and Economic
Services
• Environment
– Planet’s air, water, soil, wildlife,
minerals, natural purification,
recycling, pest control,…
Carrying Capacity
• The maximum number of
organisms of a local,
regional, or global
environment can support
over a specified period
• Variables
– Location
– Time
• Short term ~ seasonal changes
• Long-term ~global changes in
factors such as climate
– Technology
Sustainability
• The ability of a specified
system to survive and
function over time
• $1,000,000
– 10% interest
– Live on up to $100,000
per year
• Examples: Sustainable
earth, resource harvest,
and society
• The steps to sustainability
must be supported by
sound science.
Linear Growth
• Quantity increases
by a constant
amount per unit of
time
• 1,2,3,4,5, …
• 1,3,5,7,9, …
• When plotted on a
graph, growth of
money yields a fairly
straight line sloping
upward
120
100
80
60
40
20
0
1960
1980
2000
2020
Exponential Growth
• Growth yields a Jshaped curve
• Describes the
human population
problem that
disturbs the
environment today
Population Growth
3000
2500
2000
1500
1000
500
0
1970 1980 1990 2000 2010 2020
Rule of 70
• How long does it take to double?
– Resource use
– Population size
– Money in a savings account
• Rule of 70
– 70 divided by the percentage growth rate =
doubling time in years
– 70 / 7% means it takes ten years to double
Economic Growth - Key Terms
•
Economic Growth
– Increase in the
capacity to provide
goods and services
for people’s use
•
Gross National
Product
– Measures economic
growth in a country
•
Gross Domestic
Product
– Market value in
current dollars of all
goods and services
produced only within a
country during one
year
Economic Growth - Key Terms
• More Developed Countries (MDC)
– Highly industrialized
– Average per capita GNP above $4000
• Less Developed Countries (LDC)
– Low to moderate industrialization
– Average per capita GNP below $4000
Economic Growth - Key Terms
• Development
– Change from a society that is
largely rural, agricultural,
illiterate, poor and rapidly
growing population
• Per Capita GNP
– GNP divided by the total
population
– Shows one person’s slice of
the economic pie
Questions
1. The sun provides the earth with what percent of the energy?
(A) 2% (B) 25% (C) 50%
(D) 80% (E) 99%
2. What is the carrying capacity of an environment?
(A) The number of animals that can be produced when mating.
(B) The maximum number of organisms in an area that can be supported.
(C) The amount an animal can carry in that environment
(D) The number of prey that an environment can sustain
(E) The minimum a population must have to survive in an environment
3. What is used in order to calculate the doubling of a resource, population, money, etc.?
(A) Rule of 2
(B) Rule of 20
(C) Rule of 40
(D) Rule of 70
(E) Rule of 90
POPULATION GROWTH, ECONOMIC
GROWTH, AND ECONOMIC
DEVELOPMENT
•
Economic growth
provides people with
more goods and
services.
– Measured in gross
domestic product
(GDP) and purchasing
power parity (PPP).
•
Economic development
uses economic growth to
improve living standards.
– The world’s countries
economic status
(developed vs.
developing) are based
on their degree of
industrialization and
GDP-PPP.
Wealth Gap
• The gap between
the per capita GNP
of the rich, middleincome and poor has
widened since 1980
• More than 1 billion
people survive on
less than one dollar
per day
Sustainable Development
• Assumes the right to use the
earth’s resources and earth
capital to meet needs
• It is our obligation to create
sustainability
• Environmentally sustainable
societies meets basic needs of
its people in a just and
equitable manner without
degrading the natural capital
that supplies these resources.
Resources
Renewable
Non-Renewable
Potentially
Renewable
Direct solar
energy
Fossil fuels
Fresh air
Winds, tides,
flowing water
Metallic minerals (iron,
copper, aluminum)
Fresh water
Nonmetallic minerals (clay,
sand, phosphates)
Fertile soil
Plants and
animals
(biodiversity)
Biodiversity
• Genetic Diversity
– Variety in a genetic makeup among individuals
within a single species
• Species Diversity
– Variety among the species or distinct types of
living organisms found in different habitats of the
planet
• Ecological Diversity
– Variety of forests, deserts, grasslands, streams,
lakes, oceans, wetlands, and other communities
Environmental Degradation
Common Property
Resources
• Tragedy of the Commons
• Resources owned by none, but
available to all users free of
charge
• May convert potentially
renewable resources into
nonrenewable resources
Natural capital degradation
• The exponential increasing flow of material
resources through the world’s economic
systems depletes, degrades and pollutes the
environment.
Figure 1-11
Nonrenewable Resources
• Nonrenewable/Exhaustible Resources
– Exist in a fixed quantity in the earth’s crust and
can be used up
• Mineral
– Any hard, usually crystalline material that is
formed naturally
• Reserves
– Known deposits from which a usable
mineral can be profitably extracted at
current prices
Nonrenewable Resources
• Recycling
– Collecting and
reprocessing a
resource into
new products
• Reuse
– Using a
resource over
and over in the
same form
ENVIRONMENTAL PROBLEMS:
CAUSES AND CONNECTIONS
• The major causes of
environmental
problems are:
– Population growth
– Wasteful resource use
– Poverty
– Poor environmental
accounting
– Ecological ignorance
Questions
1. Approximately how many people in the world live on under a dollar a day?
(A) 40, 000
(B) 100,000
(C) 1,000,000
(D) 10,000,000
(E) 1,000,000,000
2. Which is not a renewable resource?
(A) Air
(B) Water
(C) Soil
(D) Metal
(E) Animals
3. What is genetic diversity?
(A) The distinction between species
(B) The variety of environments
(C) The genetic makeup of individuals
(D) The different genes from mating
(E) Hybrid species mating
4. Which is not a cause of environmental problems?
(A) Population growth
(B) Unsustainable resource use
(C) Poverty
(D)Global warming
(E) Trying to manage and simplify nature without knowledge
Poverty and Environmental
Problems
• 1 of 3 children
under 5, suffer
from severe
malnutrition.
Figure 1-12 and 1-13
Our Ecological Footprint
• Humanity’s ecological
footprint has exceeded
earths ecological
capacity.
Figure 1-7
Pollution
• Any addition to air,
water, soil, or food
that threatens the
health, survival, or
activities of humans
or other living
organisms
• Solid, liquid, or
gaseous by-products
or wastes
Point Source Pollutants
• From a single,
identifiable
sources
– Smokestack of a
power plant
– Drainpipe of a
meat-packing plant
– Exhaust pipe of an
automobile
Nonpoint Source Pollutants
• Dispersed and often difficult to identify sources
– Runoff of fertilizers and pesticides
– Storm Drains (#1 source of oil spills in oceans)
Negativity of Pollutant
• Chemical Nature
– How active and harmful
it is to living organisms
• Concentration
– Amount per unit volume
or weight of air, water,
soil or body weight
• Persistence
– Time it stays in the air,
water, soil or body
Types of Pollutants
• Factors that determine the severity of a
pollutant’s effects: chemical nature,
concentration, and persistence.
• Pollutants are classified based on their
persistence:
– Degradable pollutants
– Biodegradable pollutants
– Slowly degradable pollutants
– Nondegradable pollutants
Water Pollution
•
•
•
•
•
•
•
•
Sediment
Nutrient overload
Toxic chemicals
Infectious agents
Oxygen depletion
Pesticides
Oil spills
Excess heat
Air Pollution
• Global climate
change
• Stratospheric ozone
depletion
• Urban air pollution
• Acid deposition
• Outdoor pollutants
• Indoor pollutants
• Noise
Solution: Pollution cleanup
• Output Pollution
Cleanup
– Involves cleaning up
pollutants after they
have been produced
– Most expensive and
time consuming
Questions
1. Which is not one of the 4 R’s?
(A) Reduce
(B) Reserve
(C) Recycle
(D) Reuse
(E) Refuse
2. What resource is the world population most deprived of in poor countries?
(A) Adequate sanitation
(B) Electricity
(C) Clean water
(D) Enough food
(E) Fuel
3. What is NOT a point source pollutant?
(A) Smokestack from a coal processing plant
(B) Drainpipe of a meat-packing plant
(C)Runoff from fertilizers
(D)Exhaust pipe of a car
(E)Heated water from a power plant
Solutions: Pollution Prevention
• Input Pollution Control or
Throughput Solution
– Slows or eliminates the
production of pollutants,
often by switching to less
harmful chemicals or
processes
• Four R’s
– Reduce, reuse, refuse,
recycle
Biodiversity Depletion
• Habitat destruction
• Habitat degradation
• Extinction
Food Supply Problems
•
•
•
•
•
•
•
•
•
•
•
•
Overgrazing
Farmland loss and degradation
Wetlands loss and degradation
Overfishing
Coastal pollution
Soil erosion
Soil salinization
Soil waterlogging
Water shortages
Groundwater depletion
Loss of biodiversity
Poor nutrition
Agricultural Revolution
• Agricultural
Revolution
– Cultural shift that
began in several
regions of the world
– Involved a gradual
move from a lifestyle
based on nomadic
hunting
• Agroforestry
– Planting a mixture of
food crops and tree
crops
Agricultural Revolution
• Slash-and-burn
– Cutting down trees
and other vegetation
and then burning the
underbrush to clear
small patches of land
• Subsistence Farming
– Family grew only
enough food to feed
itself.
Planetary Management Worldview
• There is always more
• All economic growth is
good
• Potential for economic
growth is limitless
• Our success depends
on how well we manage
earth’s system for our
benefit
Earth-Wisdom Worldview
• Nature exists for all of the
earth’s species, not just
for us
• There is not always more
• Not all forms of economic
growth is beneficial to the
environment
• Our success depends on
learning to cooperate with
one another and with the
earth
What Is Science?
• Science is a pursuit of knowledge
about how the world works
• Scientific data is collected by making
observations and taking measurements
• Observations involve the five senses,
and help answer questions or problems
Observation
• Qualitative
– of, relating to, or
involving quality or
kind
– ie.: red, hot, burns
quickly, etc.
• Quantitative
– of, relating to, or
involving the
measurement of
quantity or amount
– ie.: 350 degrees
Celsius, 5 inches, etc.
Inference
1.
2.
3.
To conclude from evidence
or premises
To reason from
circumstance; surmise: We
can infer that his motive in
publishing the diary was
less than honorable
To lead to as a
consequence or
conclusion: “Socrates
argued that a statue
inferred the existence of a
sculptor”
Questions
1. Which of the following contributes to biodiversity degradation?
I. Recycling II. Habitat destruction
III. Pollution
(A) II only
(B) III only
(C) I and II
(D) II and III (E) I, II, III
2. All of the following are ways we can prevent food sustainability EXCEPT
(A) Prevent soil salinization (B) Sustain groundwater supplies (C) Protect
biodiversity
(D) Subsistence farming (E) Overfishing
3. Which of the following is a qualitative observation?
(A) The color of a rock
(B) Diameter of a leaf (C) Size of a plant (D)
Taste of a fruit (E) Smell of dirt
Vocabulary
• Experiment
– A procedure to study a phenomenon
under known conditions
– Must have a Control
• Hypotheses
– A possible explanation of something
observed in nature.
• Model
– An approximate representation of a
system being studied.
Theory and Law
• Scientific Theory
– A hypothesis that has been supported by
multiple scientists’ experiments in multiple
locations
• A Scientific Law
– a description of what we find happening in
nature over and over again in a certain way
Scientific Laws
• Law of Conservation of Matter
– Matter can be changed from one form to
another, but never created or destroyed.
• Atomic Theory of Matter
– All matter is made of atoms which cannot be
destroyed, created, or subdivided.
Accuracy and Precision
• Accuracy
– The extent to which a
measurement agrees with the
accepted or correct value for
that quantity.
• Precision
– A measure of reproducibility, or
how closely a series of
measurements of the same
quantity agrees with one
another.
Reasoning
• Inductive Reasoning
– Uses observations and facts to arrive at
hypotheses
– All mammals breathe oxygen.
• Deductive Reasoning
– Uses logic to arrive at a specific
conclusion based on a generalization
– All birds have feathers, Eagles are birds,
therefore All eagles have feathers.
Scientific Methods
•
•
•
•
•
What is the question
to be answered?
What relevant facts
and data are known?
What new data
should be collected?
After collection, can it
be used to make a
law?
What hypothesis can
be invented to explain
this? How can it
become a theory?
Experiments
• Variables are what affect
processes in the experiment.
• Controlled experiments have
only one variable
• Experimental group gets the
variable
• Control group does not have the
variable
– Placebo is a harmless pill
that resembles the pill being
tested.
– In double blind experiments,
neither the patient nor the
doctors know who is the
control or experiment group.
Systems
• A system is a set of
components that function and
interact in some regular and
predictable manner
• It has a structure and a
function
– The earth is a closed
system for matter and
an open system for energy
• Can use models
– Graphic, physical,
conceptual, mental,
mathematical
Feedback Loops
• A feedback loop occurs
when an output of a
system is fed back as an
input (two kinds)
– Positive loops are
runaway cycles where a
change in a certain
direction causes further
change in the same
direction
– Negative loops occur
when a change in a certain
direction leads to a
lessening of that change
Synergy and Chaos
• Synergy occurs when
two or more processes
interact so the combined
effect is greater than the
sum of the separate
effects
• Chaos occurs in a
system when there is no
pattern and it never
repeats itself
Questions
1. Which procedure is NOT part of the scientific method?
(A) Hypothesis (B) Systematic estimation (C) Analysis (D) Observation (E) Conclusion
2. According to the Atomic Theory of Matter, all matter is made of atoms which cannot be
I. Created
II. Destroyed
III. Subdivided
(A) I only (B) II only (C) I and II (D) I and III (E) I, II, and III
3. The
earth is a ______system for matter and an ______ system for
energy
(A) closed; open (B) open; open (C) closed; closed (D) open; closed (E) created;
open
4. Which of the following is an example of a negative feedback loop?
(A) Warming that leads to melting of glacial ice which raises sea level
(B) Deforestation which leads to reduced biodiversity which leads to less gene diversity
(C) Agricultural runoffs which leads to water pollution which decreases biodiversity
(D) Temperature sensors on the skin that detect a stimulus
(E) Burning of coal which leads to acid rain which leads to deforestation
Resource Consumption and
Environmental Problems
• Underconsumption
• Overconsumption
– Affluenza:
unsustainable
addiction to
overconsumption
and materialism.
CULTURAL CHANGES AND THE
ENVIRONMENT
• Agricultural revolution
– Allowed people to stay in
one place.
• Industrial-medical revolution
– Led shift from rural
villages to urban society.
– Science improved
sanitation and disease
control.
• Information-globalization
revolution
– Rapid access to
information.
SUSTAINABILITY AND
ENVIRONMENTAL WORLDVIEWS
• Technological optimists:
– suggest that human
ingenuity will keep the
environment
sustainable.
• Environmental pessimists:
– overstate the
problems where our
environmental
situation seems
hopeless.
Four Scientific Principles of
Sustainability: Copy Nature
• Reliance on Solar
Energy
• Biodiversity
• Population Control
• Nutrient Recycling
Figure 1-16
Implications of the Four Scientific
Principles of Sustainability
Figures 1-17 and 1-18
TYPES AND STRUCTURE OF
MATTER
• Elements and Compounds
– Matter exists in chemical
forms as elements and
compounds.
• Elements (represented on
the periodic table) are the
distinctive building blocks
of matter.
• Compounds: two or more
different elements held
together in fixed
proportions by chemical
bonds.
Ions
•
•
An ion is an atom or group
of atoms with one or more
net positive or negative
electrical charges.
The number of positive or
negative charges on an ion
is shown as a superscript
after the symbol for an atom
or group of atoms
– Hydrogen ions (H+),
Hydroxide ions (OH-)
– Sodium ions (Na+),
Chloride ions (Cl-)
• The pH (potential of Hydrogen) is the
concentration of hydrogen ions in one liter of
solution.
Figure 2-5
Compounds and Chemical
Formulas
• Chemical formulas are
shorthand ways to show the
atoms and ions in a chemical
compound.
– Combining Hydrogen
ions (H+) and Hydroxide
ions (OH-) makes the
compound H2O
(dihydrogen oxide, a.k.a.
water).
– Combining Sodium ions
(Na+) and Chloride ions
(Cl-) makes the
compound NaCl (sodium
chloride a.k.a. salt).
Organic Compounds: Carbon
Rules
• Organic compounds
contain carbon atoms
combined with one
another and with
various other atoms
such as H+, N+, or Cl-.
• Contain at least two
carbon atoms combined
with each other and with
atoms.
– Methane (CH4) is
the only exception.
– All other compounds
are inorganic.
Questions
1. The industrial-medical revolution
(A) Created more rural cities (B) Decreases the life expectancy of people (C) Decreased sanitation
(D) Controlled disease better (E) was not beneficial to most people
2. All of the following are part of the Four Scientific Principles of Sustainability EXCEPT
(A) Reliance on Solar Energy (B) Biodiversity (C) Sanitation (D) Population control (E) Nutrient
recycling
3. Which of the following is an example of an inorganic compound?
(A) Methane (B) Acetone (C) Benzene (D) Butane (E) Ammonia
Organic Compounds: Carbon
Rules
• Hydrocarbons: compounds
of carbon and hydrogen
atoms (e.g. methane (CH4)).
• Chlorinated
hydrocarbons: compounds
of carbon, hydrogen, and
chlorine atoms (e.g. DDT
(C14H9Cl5)).
• Simple carbohydrates:
certain types of compounds
of carbon, hydrogen, and
oxygen (e.g. glucose
(C6H12O6)).
Cells: The Fundamental Units of
Life
• Cells are the basic
structural and
functional units of all
forms of life.
– Prokaryotic cells
(bacteria) lack a distinct
nucleus.
– Eukaryotic cells (plants
and animals) have a
distinct nucleus.
Figure 2-6
Macromolecules, DNA, Genes
and Chromosomes
• Large, complex organic
molecules
(macromolecules) make up
the basic molecular units
found in living organisms.
– Complex carbohydrates
– Proteins
– Nucleic acids
– Lipids
Figure 2-7
States of Matter
• The atoms, ions, and
molecules that make up
matter are found in
three physical states:
– solid, liquid,
gaseous.
• A fourth state, plasma,
is a high energy mixture
of positively charged
ions and negatively
charged electrons.
– The sun and stars
consist mostly of
plasma.
Matter Quality
• Matter can be classified as
having high or low quality
depending on how useful it is
to us as a resource.
– High quality matter is
concentrated and easily
extracted.
– low quality matter is more
widely dispersed and more
difficult to extract.
Figure 2-8
CHANGES IN MATTER
•
Matter can change from one
physical form to another or
change its chemical composition.
– When a physical or chemical
change occurs, no atoms are
created or destroyed.
• Law of conservation of
matter.
– Physical change maintains
original chemical composition.
– Chemical change involves a
chemical reaction which
changes the arrangement of
the elements or compounds
involved.
• Chemical equations are
used to represent the
reaction.
Chemical Change
• Energy is given off during the reaction as a product.
Nuclear Changes: Radioactive Decay
•
Natural radioactive decay:
unstable isotopes
spontaneously emit fast
moving chunks of matter
(alpha or beta particles),
high-energy radiation
(gamma rays), or both at a
fixed rate.
– Radiation is commonly
used in energy production
and medical applications.
– The rate of decay is
expressed as a half-life
(the time needed for onehalf of the nuclei to decay
to form a different
isotope).
Nuclear Changes: Fission
• Nuclear fission:
nuclei of certain
isotopes with large
mass numbers are
split apart into
lighter nuclei when
struck by neutrons.
Figure 2-9
Nuclear Changes: Fusion
• Nuclear fusion: two isotopes of light elements
are forced together at extremely high
temperatures until they fuse to form a heavier
nucleus.
Figure 2-10
Questions
1. All of the following are examples of macromolecules EXCEPT
(A) Complex carbohydrates (B) Proteins (C) Nucleic acids (D) Lipids (E) Minerals
2. Which of the following are states of matter?
I.
Solid II. Liquid III. Gas
IV. Plasma
(A) I and II (B) I and III (C) I and IV (D) I, II, and III (E) I, II, III, and IV
3. Which is an example of ionizing radiation?
(A) Microwaves (B) Gamma rays (C) X-rays (D) Cosmic rays (E) UV rays
4. Which law states that we cannot create or destroy energy?
(A) Atomic Theory of Matter (B) First Law of Thermodynamics (C) Second Law of
Thermodynamics (D) Law of Conservation of Matter (E) Scientific Law
ENERGY
• Energy is the ability to do
work and transfer heat.
– Kinetic energy – energy
in motion
• heat, electromagnetic
radiation
– Potential energy –
stored for possible use
• batteries, glucose molecules
Electromagnetic Spectrum
• Many different forms of electromagnetic radiation exist,
each having a different wavelength and energy content.
• Organisms vary in their ability to sense different parts of
the spectrum.
Figure 2-11
ENERGY LAWS: TWO RULES
WE CANNOT BREAK
•
•
The first law of
thermodynamics: we cannot
create or destroy energy.
– We can change energy
from one form to another.
The second law of
thermodynamics: energy
quality always decreases.
– When energy changes from
one form to another, it is
always degraded to a more
dispersed form.
– Energy efficiency is a
measure of how much
useful work is
accomplished before it
changes to its next form.
SUSTAINABILITY AND
MATTER AND ENERGY LAWS
• Unsustainable High-Throughput
Economies: Working in Straight Lines
– Converts resources to goods in a manner that
promotes waste and pollution.
Figure 2-15
Sustainable Low-Throughput
Economies: Learning from Nature
• Matter-Recycling-andReuse Economies:
Working in Circles
– Mimics nature by
recycling and
reusing, thus
reducing pollutants
and waste.
– It is not sustainable
for growing
populations.
Calculations Without
Calculators
Pam Shlachtman and
Kathryn Weatherhead
NSTA Boston 2008
The Problem:
How do we help our students
achieve success on AP
Environmental Science
Exams when they cannot
use calculators?
Solutions:
1.Teach your students to use
exponents whenever numbers
are especially large or small.
Scientific notation is a way to express,
numbers the form of exponents as the
product of a number (between 1 and
10) and raised to a power of 10.
650 000  6.5 x 105
0.000543  5.43 x 10-4
In scientific
notation
remember to
have one number
to the left of the
decimal and to
use correct
significant
figures.
2. Practice math manipulations
with exponents
• When adding or subtracting numbers
with exponents the exponents of each
number must be the same before you
can do the operation.
Example:
(1.9 x 10-3) – (1.5 x 10-4 )
(19 x 10-4 ) - (1.5 x 10-4 ) = 17.5 x 10-4
When multiplying numbers with
base 10 exponents, multiply the first
factors, and then add the
exponents.
Example, (3.1 x 105) (4.5 x 105) =
13.95 x 1010 or 1.4 x 1011
When dividing numbers, the
exponents are subtracted,
numerator exponent minus
denominator exponent.
Example:
9 x 10 5 = 3 x 10 2
3 x 10 3
3. Use Dimensional Analysis or
factor/label method for calculations
The following formula based on the
cancellation of units is useful:
Given Value x Conversion factor =Answer
1
OR
old unit x new unit = new unit
1 old unit
Example:
25 ft x 1 yd x 1.094 m = 9.117 meters
3 ft
1 yd
4. Be sure to know how to
convert numbers to percentages
and percent change.
Example: If 200 households in a town of
10000 have solar power,
what percent does this
represent?
200/10000 x 100%= ?
Example: If a city of population 10,000
experiences 100 births, 40 deaths, 10
immigrants, and 30 emigrants in the
course of a year, what is its net annual
percentage growth rate?
5. Keep it simple. They don’t
expect you to do calculus!
Try reducing the
fraction from the
previous problem
200/1000 to 2/10= 1/5
Then solve:
1/5 x 100%= 20%
6. Remember that the numbers will
likely be simple to manipulate.
• The APES folks
know you only
have limited
time to do 100
multiple choice
and 4 essays
• If you are
getting answers
like 1.365, then
it is likely wrong
7. Show ALL of your work and
steps of calculations, even if
they are too simple.
8. Show all of your units, too!
Numbers given without units are often
not counted even if correct.
9. Answers should make sense!
LOOK them over before you finish
Example:
No one is going to
spend 1 billion
dollars per gallon
of water!
10. Know some basic metric
prefixes for simple conversions
Giga
G
10 9 = 1 000 000 000
Mega
M
10 6 = 1 000 000
Kilo
k
10 3 = 1 000
10 0 =1
Base
(m, l, g)
Milli
m
10 -3 = .001
Micro
μ
10 -6 = .000 001
Nano
Centi
n
c
10 -9 = .000 000 01
10 -2 = .01
Conversions from US to metric
will probably be given and do not
need to be memorized. They
should be practiced, however.
Gallons to Liters
Liters to Gallons
Meters to Yards
Yards to Meters
Grams to Ounces
Ounces to Grams
Kilograms to Pounds
Pounds to Kilograms
Miles to Kilometers
Kilometers to Miles
1 gal= 3.8 L
1 L, l= .264 gal
1 m= 1.094 yd
1 yd= .914 m
1 g= .035 oz
1 oz= 28.35 g
1 kg= 2.2 lb
1 lb= 454 g
1 mi= 1.609km
1 km= .621 mi
11. Know some simple energy
calculations
12. Remember some other common
formulas like the Rule of 70
The growth rate (in %) for
a given period into 70
then you will get the
crude population
doubling period for that
population.
Number of years to
double= 70 / annual
percentage growth rate
13. Be able to calculate half life
Example:
A sample of radioactive waste has a halflife of 10 years and an activity level of 2
curies.
After how many
years will the activity
level of this sample be
0.25 curie?
14. Know how to graph data
•
Title the graph
•
Set up the independent variable
along the X axis
Study Time
100
•
•
•
Set up the dependent variable
along the Y axis
Label each axis and give the
appropriate units
Make proportional increments
along each axis so the graph is
spread out over the entire graph
area
Grade Percentages on Tests
90
80
70
60
50
40
30
20
10
0
1
2
3
4
Hours per Week
•
Plot points and sketch a curve if
needed. Use a straight edge to
connect points unless told to
extrapolate a line.
•
Label EACH curve if more than
one is plotted.
5
6
15. Know what is meant by “per
capita” when solving a problem
or interpreting a graph
16. Be able to interpolate and
extrapolate data
Bibliography
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
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•
•
•
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http://www.rpi.edu/dept/advising/esl/chemistry/chemistry/vocabulary/chemistry_objects/chemistry_objects.html
http://www.robertluttman.com/vms/Week3/page9.htm
http://www.ernestrossi.com/Yucel.htm
http://www.ucf.edu/pls/CDWS/www_map_showdescriptionv2?p_htmlnum=1
http://projects.edtech.sandi.net/pershing/missiontrailscr/
http://www.pbs.org/parents/issuesadvice/growingwithmedia/preschool/dilemmas/dilemma2_sp.html
http://www.strategypoint.com/submit/
http://mjgds.org/classrooms/4thgrade/files/2010/09/DSCN05951.jpg
http://school.discoveryeducation.com/clipart/images/look---.gif
http://kbagdanov.files.wordpress.com/2009/04/scientificmethod.jpg
http://chestofbooks.com/crafts/scientific-american/sup1/images/Bjerknes-s-Experiments-315-3b.png
http://www.ferret.com.au/odin/images/185462/John-Morris-Scientific-introduces-online-moisture-measurement-system-for-freezedryers-185462.jpg
http://i43.photobucket.com/albums/e360/revcruz/PoeticSynergy.jpg
http://goshycab.com/wp-content/uploads/2010/09/5-Deforestation.jpg
http://upload.wikimedia.org/wikipedia/commons/0/04/Industry_smoke.jpg
http://library.thinkquest.org/04oct/01590/humans/worldviews.jpg
http://www.thewatersofisis.com/isis/www.watersofisis.com/sites/default/files/pdf/Hydrogen%20Ions.jpg
http://www.personal.kent.edu/~cearley/ChemWrld/compounds/salt.jpg
http://www.sciencecontrol.com/wp-content/uploads/2011/04/Organic-Compounds.jpg
http://findfuturefuels.com/admin/uploads/image/NGC_Molecule.jpg
http://www.grc.nasa.gov/WWW/K-12/BGP/Images/state.gif
http://www.clickandlearn.org/images/water_cycle.gif
http://www.sciencelearn.org.nz/var/sciencelearn/storage/images/science-stories/harnessing-the-sun/sci-media/images/potential-andkinetic-energy/255523-1-eng-NZ/Potential-and-kinetic-energy.jpg
http://www.universetoday.com/wp-content/uploads/2010/10/First-Law-of-Thermodynamics.gif
http://www.grc.nasa.gov/WWW/K-12/airplane/Images/thermo2.gif
http://cdn.thegreenestdollar.com/wp-content/uploads/2008/11/recycle-reuse-reduce.jpg
Bibliography (cont.)
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•
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http://www.boston.com/bigpicture/2008/10/the_sun.html
http://www.harpercollege.edu/mhealy/eco212/review/ldctextoutline.htm
http://amikels.blogspot.com/2011/04/developed-countries-vs-developing.html
http://www.kirklandwa.gov/Community/Kirkland_Green/naturalresources.htm
http://www.treknature.com/gallery/photo160544.htm
http://www.earthsfriends.com/world-middle-east-running-out-crude-oil
http://miwood.wikispaces.com/POLLUTANTS
http://www.dmacc.edu/instructors/tmbergin/Image3.jpg
http://www.palmbeachschools.org/9044ce/images/environment.jpg
http://www.eastchina.k12.mi.us/staff/meberhard/school/Science%20Images/footprint.gif