Cut to fit cover and attach neatly and securely. Write your full name and class period on the front.

Transcription

1 Diamond Ranch High School Mrs. Hofferth - Rm B112 Name: Period: Cut to fit cover and attach neatly and securely. Write your full name and class period on the front.

2 Value Interactive Notebook Grading Rubric Category Descriptors 50.0 Notebook contents are dated, labeled, legible, COMPLETE, and show a high level of organization; right side notes are in modified Cornell style or other organized style with DOK 3 & 4 activities and questioning and identifying marks delineating terms; almost all left sides include diagrams, Thinking Maps, pictures, tables, charts, homework problems, lab data, and in-depth reflections; pages are numbered correctly, table of contents is complete, handouts are incorporated into the notebook Notebook contents are dated, labeled, legible, and mostly complete; left/right sides show a basic level of organization; right side notes are in modified Cornell style or other organized style with mostly DOK 2 activities and questioning; a majority of left sides include diagrams, Thinking Maps, pictures, tables, charts, homework, lab data, and reflection; pages are numbered correctly, table of contents mostly complete, most handouts included Notebook contents are dated, labeled, legible, and somewhat complete; left-right sides show a basic level of organization; right side notes are in Cornell style or other organized style with mostly DOK 1 activities and questioning; some left sides include diagrams, Thinking Maps, pictures, tables, charts, homework, lab data, and reflection; pages are numbered correctly, table of contents present but incomplete, few handouts included Notebook contents are incomplete; some are dated, labeled, and legible; some note taking is evident; minimal left side processing; no reflection; pages are numbered Notebook turned in; few assignments included; too incomplete to evaluate. 0.0 No notebook turned in.

3 Diamond Ranch High School Chemistry Class Policies * Mrs. Hofferth (909) x 2112; cynthia.hofferth@pusd.org Materials Dress Code Daily Agenda Bellwork Notebooks Labs Quizzes & Tests Composition style notebook ONLY used for APES Pencils/pens for notes (only blue or black ink for notes) Colored pencils/pens/highlighters for lab, notes, and thinking maps Clear 12-inch metric ruler NO: gum, food, drinks, cell phones, portable music or gaming devices in the classroom. Students must wear closed-toed shoes and long pants during labs. Long hair must be secured and out of face. Lab goggles and aprons must be worn. (goggles and aprons will be provided by the school) All assignments are posted on the front white board in class. Students are responsible for recording assignments. During the first 5 minutes of class, students will work on the bellwork /essential questions assignment either independently or with group members as designated in the instructions. Bellwork/essential questions should be dated and written on the right side of the notebook unless specified otherwise. Students will keep all work in their notebooks, which will be collected quarterly for grading. Handouts need to be attached to notebook when assigned or copied into notebook. Students are required to complete a pre-lab BEFORE entering the classroom on the day of a lab in order to be prepared to conduct the lab in a safe manner. If a student has not completed a pre-lab or is not wearing appropriate attire, s/he will not be able to participate in the lab activity that day. All lab reports will be submitted per lab instructions Quizzes/ tests will be announced in advance. Pop quizzes can occur any day, usually at the start of class. Quizzes will be given regularly over the current chapter/standard of study. Tests will be given at the close of each unit. Attendance Extra Help Class begins when the bell rings. Students not in their seat will be marked tardy or absent as appropriate. Students with VERIFIED EXCUSED absences have one day for each day of absence to collect and submit any assignments they missed to earn full credit. It is the STUDENT S responsibility to collect and complete all work assigned during an absence. I encourage you to collaborate and seek help when you need it. I am available before school at 7:30 and after school until 4:30 for help most school days and announced Saturday mornings from 8-12 through out the school year. I can also be reached by for questions until 7:00 pm.

4 The goals of the AP Environmental Science course are to 1. Provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships in the natural world 2. Identify and analyze environmental problems or challenges (both natural and human-made) 3. Evaluate the relative risks associated with these problems 4. Examine alternative solutions for resolving and/or preventing the problems While this course explores many different topic areas, the following themes serve as a foundation for the course. 1. Interconnectedness: the Earth itself is one (very large) Interconnected System. 2. Sustainability: the environment functioning indefinitely without decline due to overuse. 3. Energy Conversions: they underlie all Ecological Processes. 4. Environmental Challenges ( Problems ): these often have a Social & Cultural context. 5. Human beings affect/alter natural systems: Human Systems rely on Natural Systems 6. Environmental Science as a Process: Experimental Design, Critical Thinking Seven Major Environmental Science AP Topic Areas I. Earth Systems and Resources: (10-15%) a. Earth Science Concepts b. The Atmosphere e. and Soil Dynamics II. The Living World: (10-15%) a. Ecosystem Structure b. Energy Flow c. Ecosystem Diversity III. Population: (10-15%) a. Population Biology Concepts b. Human Population IV. Land and Water Use: (10-15%) a. Agriculture b. Forestry c. Rangelands d. Other Land Use V. Energy Resources and Consumption: (10-15%) c. Energy Concepts d. Energy Consumption e. Fossil Fuel Resources and Use f. Nuclear Energy VI. Pollution: (25-30%) a. Pollution Types b. Impacts on the Environment and Human Health c. Economic Impact VII. Global Change: (10-15%) a. Stratospheric Ozone b. Global Warming c. Loss of Biodiversity c. Global Water Resources and Use d. Soil d. Natural Ecosystem Change e. Natural Biogeochemical Cycles e. Mining f. Fishing g. Global Economics g. Hydroelectric Power h. Energy Conservation i. Renewable Energy

5 Keeping Interactive Notebooks When keeping your notebook, it will be up to YOU to create your own study questions from the information covered in class. The better the questions, the more you will take away from the class. Use the following table as a guide for asking good questions

6 Keeping Interactive Notebooks in Chemistry: The Left Side Things to Know about the Left Side Every left side page gets used Always use color it helps the brain learn and organize information. Homework problems are left side items as well as those items listed above What goes on the left side? The left side demonstrates your OUTPUT, or understanding of the information from the right side of the page. Work with the INPUT and interact with the information in creative, unique, and individual ways. Use the 12 Clock Questions Above to help you create left side entries. OUTPUT goes on the left side! The point of the left side page is to help the student to attain a deeper level of understanding through all types of metacognitive strategies to enhance learning. Left side items include:! drawings, photos, or magazine pictures that illustrate new concepts or ideas! questions, opinions, and personal reflections about the new information.! Predictions, contradictions, or quotations relating the activity! Practice problem, homework, or inquiry activities! Metaphors, analogies, acronyms, poems, songs, or cartoons that capture the new information or issue.! Connections between the information and real life, student s life, or another course! Reflections and summary activities! Tests and quizzes! Questions to ask in class! Lab data and conclusions

7 Keeping Interactive Notebooks in Chemistry: The Right Side What goes on the right side? INPUT goes on the right side! Input is all the information that you are responsible for learning. Some examples of input are: objectives, standards, thrilling notes from lectures, your textbook, or videos; vocabulary terms and their definitions; prelab information including purpose, materials, procedures and prelab questions, and guided sample problems done in class. The Keys to Fantastic Right Sides:! Always start the page with the date and title at the top of the page.! Write the objectives at the beginning of each section.! The right page is for writing down information you are given in class.! Use Cornell notes or similar outline type format for lecture, discussion, textbook, etc. Write your study questions A.S.A.P.! Write legibly. Use highlighting and color to make important information stand out.! When introducing a new standard, start a new page in the notebook, and write the standard just under the date. Use continuous entries separated by date until start of new standard. Sample Cornell Note Taking Style Interactive notebooks will be used in the class daily to help you learn and remember important chemistry concepts. Why do they work? This notebook style uses both the right and left hemispheres of the brain to help you sort, categorize, remember, and creatively interact with the new knowledge you are gaining. The more you process information, the more you begin to understand it. This leads to longer retention.

8 Keeping Interactive Notebooks in Chemistry: The Reflection At the end of each quarter, you will be asked to reflect upon your work. This writing sample begins on the left side of the notebook and continues on the right. While there is no required length, high quality reflection uses 1-2 pages on the notebook. 1. Select up to 4 items that represent your best work: 2 from the left side and 2 from the right side. In several reflective paragraphs, address the specific reasons why you chose these items as your best work as well as what theses assignments reflect about your skills as a scientist-student. 2. Indicate your overall rating of your notebook based on the rubric. Explain why you feel you have earned this rating. Has your notebook improved from past rubrics? 3. What specific study skills have you used to be successful in this class? What organizational strategies appear in your notebook and have helped you learn the most? Elaborate. 4. What are your goals for improvement in this class? List specific areas in which you feel you need to improve or need help improving. 5. What have you found helpful or frustrating about this class? Explain. High Quality Reflection includes the following about your best work: what you learned from it, what aspects of the work were high quality, what you would do differently in the future and why, what makes you proud of this particular work, what made the activity worthwhile for you, how does this work impact your view of the world, what information did you learn that was new to you, etc. High quality reflection also examines your skills as a student scientist. Skills you might discuss are organization, analysis, logic, creativity, thoroughness, accuracy of information, ability to put new information together, understanding new concepts, etc. Please note: reasoning that something was fun or that you liked it is NOT adequate reflection

9 Keeping Interactive Notebooks in Chemistry: The Lab Report Students will be expected to prepare for the lab in advance of the actual exercise. They should arrive to class with the first five numbered requirements (bolded items) completed in their interactive notebook. The final lab write-up will include: 1. Title: Title of the experiment being done. 2. Purpose: A two to three sentence statement that states the fundamental concept being studied by the lab. 3. Materials: A comprehensive list of reagents, equipment, and any other laboratory equipment being used in the experiment. In addition, concentrations and cautions of reagents will also be noted. 4. Procedure: A detailed and sequential protocol that gives the student a step by step account of the actions he or she will undertake while doing this experiment. In addition, any dangers associated with the experiment will be expressed in this section. 5. Prelab questions: Number the questions. Write complete answers with question included in answer. (all of the above items should be on a NEW left hand page) 6. Observations: This is a tabulated section where information obtained by the experiment will be displayed. Should be on right facing page or back of prelab page. In other words, keep labs together! 7. Results/Calculations: Observations will be interpreted in a brief statement in this section. Also, numerical data obtained that must be interpreted by using chemistry related calculations will be expressed in this section. All work and calculations must be shown in this section and resulting values must be tabulated. If you make a mistake, do not erase, draw a line through the error and rewrite. (items 6 and 7 should be on the right hand side of the notebook adjacent to the prelab) 8. Conclusion: A minimum three-paragraph report will be produced in order to explain the results that were obtained in the experiment. The goal is to relate the purpose of the experiment with the observed and determined results. Students are to use their chemistry knowledge and data analysis to best explain their results. They are also to indicate any mistakes and consequences of these mistakes, in order to better understand the purpose of the lab. If there are any postlab questions, they are to be answered in complete sentences stating the question in the answer. *The lab report is designed to be a comprehensive account of the lab exercise. It should be written objectively in passive voice. Avoid using a person as a subject and opinion.