2021 Live Review 6 | AP Environmental Science | Studying All Forms of Atmospheric Pollution

Summary

Highlights

• Mr. Villarreal provides insights into effective strategies to handle math queries related to the AP exam. 🔢
• Atmospheric pollution is centered on combustion processes that produce primary and secondary pollutants. 🏭
• The importance of understanding and practicing scientific methods for tackling free-response questions is emphasized. 🧪
• Pollutants come from both anthropogenic and natural sources which have varied impacts. 🌍
• Diagrams used in exams often assess knowledge on specific phenomena like thermal inversions and smog. 🖼️

Key Takeaways

• Focus on understanding the primary and secondary pollutants to tackle related questions. 🧪
• Utilize and practice scientific methods for free-response questions to enhance application skills. 📊
• Math skills involving conversions and equations like doubling time and net primary productivity are essential. 🔢
• Practice handling multiple-choice questions with text analysis to improve comprehension and strategy. 📚
• Remember, diagrams and illustrations in the exam often relate to practical phenomena in environmental science! 🌍

Overview

Chapters

• 00:00 - 00:30: Introduction The chapter titled "Introduction" begins with a greeting from Mr. Villarreal, who is hosting an AP Daily Live review session for AP Environmental Science. Mr. Villarreal, affectionately referred to as Mr. V, is from Mission, Texas, and teaches at Sharyland Advanced Academic Academy, represented by the mascots, the Rattlers and the Cobras. This session marks video number six and day two of his instruction. The introduction sets the stage for what the audience will learn in this session, indicating that the focus or main topics for the day will be covered in the subsequent parts of the chapter.
• 00:30 - 01:30: Review of Previous Video The chapter 'Review of Previous Video' focuses on recapping and clarifying concepts and comments from video 5. It includes a short overview of unit 7, which addresses atmospheric pollution. Additionally, the chapter delves into text analysis and strategies for handling multiple choice questions, specifically examining some new types introduced in this year's test.
• 01:30 - 05:00: Math and Metrics Clarification This chapter focuses on modeling free response questions to test the understanding of unit 7 content and relevant science practices, including 'make a claim' type questions. It addresses clarifications from a previous video, specifically about math-related feedback. The chapter wraps up with a Q&A session and provides a link to live practice.
• 05:00 - 07:00: FRQ Tips The chapter, 'FRQ Tips,' provides guidance on what to focus on regarding the metric system. While it emphasizes the importance of understanding basic metric units like kilo, mega, giga, deci, and centi, it reassures the reader that mastering other aspects of the metric system is not necessary for conversions. The overall advice is to concentrate on the core metric units rather than overwhelming oneself with additional details.
• 07:00 - 09:00: Megawatt Hour Explanation The chapter focuses on the important equations that students need to memorize and understand, such as doubling time, half-life, net primary productivity, population math, and percent change. Emphasis is placed on the likelihood of encountering these topics in both multiple choice and free response questions, suggesting students prioritize studying these areas over rote memorization.
• 09:00 - 12:00: More Math Topics In the chapter titled 'More Math Topics,' the discussion revolves around writing out numbers in different forms during math problems. A question is addressed about whether it is acceptable to write out 'million' instead of using scientific notation or zeros, as long as the work is shown. The answer is affirmative. An example is provided, illustrating a past free-response question where writing numbers in a non-scientific form was acceptable as long as the work was correctly demonstrated. Specifically, if someone wrote out 1.6 million minus 1.2 million, they still received credit for their response.
• 12:00 - 15:00: Reinforcing Environmental Concepts The chapter emphasizes the importance of reinforcing fundamental concepts in mathematics, even in the context of environmental studies. It advises students to always show their calculations and work, regardless of their proficiency in math. This practice is encouraged to ensure a solid understanding and to build confidence, whether the problem seems simple or complex, thereby supporting a clear comprehension of environmental concepts through accurate mathematical application.
• 15:00 - 19:00: Exam Reminders and Tips The chapter discusses exam preparation, highlighting that upcoming tests will require more comprehensive answers rather than single-word responses. It advises against using one-word answers as the exams will demand more detailed explanations.
• 19:00 - 31:30: Unit 7 Content Review: Atmospheric Pollution Discusses typical exam questions about endangered species, emphasizing the importance of explaining factors leading to a species becoming endangered rather than merely naming one. Advises writing complete sentences to answer such questions, suggesting it depends on the type of question asked.
• 31:30 - 35:00: Primary and Secondary Pollutants The chapter titled 'Primary and Secondary Pollutants' includes a discussion that veers into explaining the concept of megawatt hours. It begins with a student asking questions about a mathematical problem related to energy capacity and megawatt hours. The teacher explains that a megawatt hour, often written as 'MWh' or in other contexts 'kWh' (kilowatt hour), is a measurement of electricity. The explanation briefly touches on the necessity of converting between these units as part of understanding energy production or usage in the context of pollution.
• 35:00 - 42:00: Photochemical Smog and Acid Rain The chapter discusses the concepts of photochemical smog and acid rain, focusing on energy production and its implications. The explanation involves calculating megawatt hours based on the operational hours and the capacity of wind turbines. In particular, it uses an example of a turbine with a capacity of four megawatts and describes how to determine the total energy output over a specific period, like 15 hours, leading to a comprehension of environmental impacts associated with energy production.
• 42:00 - 50:00: Thermal Inversion and Indoor Air Pollution This chapter delves into the concept of thermal inversion and how it impacts indoor air quality. It starts with a mathematical explanation involving unit conversions, highlighting the importance of understanding and switching between different units such as kilowatt hours, megawatts, and watts. The instructor acknowledges the need to incorporate more mathematical examples in the subsequent videos to further explain these concepts.
• 50:00 - 59:00: Noise Pollution and Its Effects The chapter titled 'Noise Pollution and Its Effects' discusses various aspects of noise pollution, its sources, and impacts. The transcript emphasizes the importance of reviewing AP daily videos for understanding populations and energy, highlighting that these resources cover essential mathematics such as calculating population doubling time and growth rates, along with energy-related computations. The speaker notes their role as a presenter in these videos, suggesting they could provide valuable insights and recommends viewers utilize them for learning the relevant mathematical concepts.
• 59:00 - 69:00: Solutions to Air Pollution In this chapter titled 'Solutions to Air Pollution', the focus is on reinforcing environmental concepts, especially as the end of the course nears. It emphasizes the importance of practice, particularly through using free response questions available on AP Central. The chapter recommends using these resources to deepen understanding and engage with the material effectively, highlighting advice shared by Miss Bagley in a previous discussion.
• 69:00 - 78:00: Technological Solutions to Reduce Air Pollution The chapter discusses various technological solutions aimed at reducing air pollution. While the transcript provided is more of a casual conversation, it mentions areas where students often struggle academically, suggesting that understanding and applying technological solutions might be a challenge similar to managing academic weaknesses. Additionally, there's a humorous mention of dogs barking, which lightens the tone. Overall, the chapter likely highlights practical technological interventions to address air quality issues, although specific details are not included in the transcript.
• 78:00 - 79:00: Legislation Related to Atmospheric Pollution This chapter on 'Legislation Related to Atmospheric Pollution' begins with a casual introduction, where the speaker mentions their excitable dogs in the background, Bowser and Peach. Despite the informal start, the main focus of the chapter is to address important points related to laws governing atmospheric pollution, though specific legislative details are not covered in the provided transcript snippet. Furthermore, the speaker reminds the audience of an upcoming exam, suggesting a classroom or course setting. The chapter presumably delves into legislation specifics later, as this introduction primarily touches on housekeeping and setting a relaxed tone.
• 79:00 - 85:00: Science Practices The chapter discusses the structure of an upcoming exam, detailing that it will consist of both written and digital sections. The multiple choice section will include 80 questions, to be completed in an hour and a half, and will account for 60% of the exam's total score. While the multiple choice section seems significant, it is the free response section where students often need to focus their efforts. The multiple choice questions will include various types, such as individual questions, quantitative data questions assessing practice 5, and qualitative data questions assessing practice.
• 85:00 - 93:00: Multiple Choice Question Strategies Today's focus is on strategies for tackling multiple choice questions, particularly text-based problems. We will look at practice problems specifically designed for multiple choice, replicating the format of the AP exam to understand the expectations. Additionally, there will be a brief mention of free response questions, highlighting the differences and what to keep in mind for these types of questions.
• 93:00 - 105:00: Text Analysis Questions The chapter titled "Text Analysis Questions" discusses the components and significance of a particular test. It explains that the test, whether taken digitally or on paper, consists of three questions and lasts for an hour and ten minutes. Despite representing 40% of the exam score, which is a lower percentage compared to multiple-choice sections, this part of the test is crucial. The chapter advises students who are short on time to focus on the test questions. Specifically, the first question requires students to design an investigation by analyzing an environmental problem and proposing a solution.
• 105:00 - 120:00: FRQ Sample Question 1 This chapter, titled 'FRQ Sample Question 1', provides guidance on tackling free-response questions in an exam setting. It highlights the necessity of analyzing problems and proposing solutions using mathematical calculations in response to these questions. Students are reminded that they can use calculators, as long as they do not have internet connectivity. Additionally, the chapter provides helpful links which include reminders about exam dates and specific details on the environmental exam, encouraging students to access these resources for more information.
• 120:00 - 130:00: FRQ Sample Question 2 The chapter titled 'FRQ Sample Question 2' discusses the digital exam preparation for students. It advises students who need to take the digital exam to access the testing guide and download the digital testing app to get a preview of the exam format. Additionally, it mentions that the app contains practice questions to help students prepare. It ends with a request for students to provide feedback after using the resources.
• 130:00 - 135:30: Conclusion and Practice Tools In the concluding chapter titled 'Conclusion and Practice Tools', the speaker encourages the audience to provide feedback by submitting their information through a provided form or QR code. Acknowledging the audience's contributions by offering shout-outs, they invite participants to include their name and origin. The objective is to make the interaction more engaging while ensuring that any information or comments received are used to offer further assistance to the participants.

2021 Live Review 6 | AP Environmental Science | Studying All Forms of Atmospheric Pollution Transcription

• 00:00 - 00:30 hi everyone welcome this is mr villarreal and welcome to ap daily live the review for aap environmental science uh my name is mr v i'm from mission texas i teach at sherlin advanced academic academy um which is go rattlers and go cobras so i want to welcome you guys today for video number six or day two for me um so we're gonna go ahead and get started here all right so what are we going to learn today what are we going to get into um today our focus is going to be
• 00:30 - 01:00 looking at in video 6 making sure that we can answer questions and clarify some comments and concepts first from video 5 so we'll talk a little bit about yesterday's items and try to get some clarification there we're going to also conduct a short overview for unit 7 now which is the atmospheric pollution and then after that we'll talk a little bit about some text analysis and multiple choice strategies so we'll be looking at some more multiple choice questions some of the new types this year on this year's test and we're
• 01:00 - 01:30 going to model some more free response questions so that's going to test the content knowledge of unit 7 as well as the science practices that you would probably see in those so you'll see some of those make a claim type questions again and then we'll wrap up with some questions and a link to some live practice as well so let's start with some clarifications from video five and go through some of those um one of the first things that we talked a little bit about math yesterday so there was some questions about math in the feedback form so hopefully
• 01:30 - 02:00 we can try to clear some of that up and then one that i saw multiple times was that we wanted to know what else do we need to know about the more than the metric system right other than that well what i want you to understand is understanding the metric system of course is key right kilo mega giga deci sentiment you should know those but honestly when it comes to conversions you don't have to be focused too much on other things other than those okay and so
• 02:00 - 02:30 what that means is you should be focusing more on those equations now that you need to memorize and be prepared for those are going to be the ones like doubling time half-life net primary productivity population math and of course you almost guarantee you're going to see percent change either in the multiple choice or in the free response questions so keep in mind to study those and not so much focused on memorizing
• 02:30 - 03:00 units for everything and then one question i got regarding the math was can i write out the word million instead of scientific notation or zeros as long as you show the work and the answer to that is definitely yes if you write out million i'll give you an example a few years back there was a free response question where the choices or the answer was something along the lines of 1.6 million minus 1.2 people sh got credit for showing the work for that
• 03:00 - 03:30 and then adding the word million at the end that's fine or putting it in there in between so you could put 1.6 million minus 1.2 million and be okay with that but you must show work on even the simplest of problems don't let that don't let the fact that it's an easy one kind of say all right well i'll just skip that no you got to make sure that no matter what you know whether you're a math whiz or whether math is not your thing and it scares you show all your work and show
• 03:30 - 04:00 all the units please and then um we talked about identify and frq a little bit yesterday and the question was can we answer that with only one word the answer to that is it's possible but i would avoid it okay the and the reason for that is because the tests today are the ones you're going to be taking in the next month month and a half they're not going to be uh the type where you can just use one word answers they're going to likely be the type where you have to flesh stuff out i used the example
• 04:00 - 04:30 yesterday if they're asking you i doubt they're going to ask you a question about just name an endangered species right it would be great if they did and probably an easy one but likely they'll ask you identify a factor that would make a species like this become endangered so that can't really be answered in one word you need to have a full thought so ultimately it does depend on the question but my answer to that is basically be safe write a sentence and make sure you have a complete thought
• 04:30 - 05:00 okay and then i got another question about one of the the math questions we did towards the ends yet and yesterday on megawatt hours that was what does it mean to have a capacity of four megawatts and what is the megawatt hour can we explain that so yes let's just talk about that briefly so a megawatt hour is typically written as you know megawatt hour or you can also see the term kilowatt hour that's where the metric system is going to be involved is that you have to convert between the two and it's basically a measurement of electricity that you can produce
• 05:00 - 05:30 in that one hour it's given a time frame right the turbines in the question from yesterday they had a capacity of four megawatts that's basically at any given moment what their capacity was and of course you can multiply um the hours running and that will give you the megawatt hours so in this case you would take you know megawatt hours is equal to the megawatts they produce which would be 4 times the hours so if this was 15 hours running then you would say that's a total of
• 05:30 - 06:00 15 times 4 which is 60 right so that's how you would calculate those again if you've got to be comfortable with moving between because many times you'll see converting kilowatt hours into megawatts or just watts like how many watts or in a mega those kind of things okay and so continuing on a couple more questions um can you review more math and i will say yes i will definitely try to add some more math to our last two videos today i couldn't add that because we're pretty much set
• 06:00 - 06:30 for today um but i'm going to be looking into seeing if i can add some of that and still cover the things that we have for the last two videos but as always i recommend you check the ap daily videos especially those on populations and energy those will have the math you need so there will be questions about population uh doubling time there'll be questions about growth rate and of course the energy math as well and i was actually a presenter on some of those ap daily videos so hopefully you can kind of see those and
• 06:30 - 07:00 then can i reinforce the environment how can i reinforce these environmental concepts so you're down to this where you've got a couple weeks or maybe a month and a couple weeks left how do you get to that point well you know best right this is something miss bagley was saying last week is obviously practice and right now what i would say is to reinforce practice the free response available on ap central there are free response available and you can do this easily by just searching the internet for ap environmental free response questions
• 07:00 - 07:30 or logging in and going from there and so those are where students tend to be weak like there have been questions that are out of 10 points students will average nationally something like one or two points or three so if you can pick that up i know it doesn't count as much as the multiple choice but it will definitely help you another question i got is can you show us who's barking and actually my dogs did a really good job of being on cue there so yes i can those are my two pups in
• 07:30 - 08:00 the backyard um they've gotten a little loud and they get very excited you know because we're talking about ap so they're pumped um and so i am too and uh i did talk to them and they um they wish you the best of luck and i hope you keep watching these videos and that's right there those are my dogs that's uh bowser right there with the lighter fur and that's peach over there so um they wish you luck and hopefully they'll uh you know they will be a little quieter so i'm sorry if they do get loud um but so a couple reminders again about the exam so we'll go through these every day full
• 08:00 - 08:30 length exam people that's how it's going to go written or digital um there's going to be a section on the multiple choice which is going to be 80 questions those 80 questions will then be hour and a half and that's going to count 60 of your exams so yes that's going to count more but it tends to be the free response where people need more work and there's going to be some individual multiple choice questions some quantitative data ones assessing practice 5 and others some qualitative data assessing practice
• 08:30 - 09:00 2 and others and here's the big caveat today we're going to be going over some of those text-based problems today so this is going to be assessing practice three that is only assessed on the multiple choice so we will look at a couple of samples of that today and see how that how that's expected to be answered or looked at on the ap exam in real multiple choice format okay then we look at the free response remember that is going to be
• 09:00 - 09:30 digital or paper it's going to be a full test with three questions hour and ten minutes instead and that's 40 of the exam score like i said even though that's lower uh in percentage than the multiple choice it's still a very important portion of the test so um those of you who are you know in a time crunch here towards the end i'd suggest focusing on those question one is going to ask you design and investigation so we'll look a little bit about that today it's going to ask you to analyze an environmental problem and propose a
• 09:30 - 10:00 solution for question two and then question three is going to ask you to analyze a problem propose a solution but also with math and calculations and remember you may use a four function calculator scientific or graphing as long as it doesn't have connection to the internet you should be good so some helpful links we'll go through these every day as well remember exam dates and times are going to be under this link right here so check that out and you can get more info the environmental exam specifically has some details on here at this link
• 10:00 - 10:30 and then if you'd like to look a little more at the digital exam if you're one of those students who has to take that uh you can get the testing guide there and of course please download the digital uh testing app so you can do that and you can get a preview of what that looks like that actually has some practice questions on there as well i'm told i myself have not opened it up but it does have some practice for you now please please please give us feedback i will answer your
• 10:30 - 11:00 questions i will give you shout outs if you put your name in there as much as i can just say where you're uh from and we'll and your first name and we'll include that and so that form is right here so you can type that in or you can use our qr code to do so um so like i said please we we welcome your comments we welcome your information that you want to give us and we'll do our best to help you out so let's go ahead and jump in and start
• 11:00 - 11:30 reviewing right so we're going to review a little bit of content first and then we'll go from there so we're looking at unit 7 which is atmospheric pollution and some things to remember about this is that when we're talking about pollution we're talking you have to separate that from other problems so this is not climate change this is not always ozone depletion there's tropospheric ozone down here but the main idea here is that atmospheric pollution comes from combustion right we're burning fossil fuels like coal oil natural gas now that ends up
• 11:30 - 12:00 getting separated out into two categories the primary pollutants and the secondary pollutants right now those primary pollutants those are going to be the ones directly originating from the combustion so when you burn something that's going to come directly out of that that fire so that's going to be things like sulfur oxides or the sox chemicals the nitrogen oxides or the nox chemicals the carbon dioxide or carbon monoxide individual chemicals the hydrocarbons or the toxic
• 12:00 - 12:30 metals or the particulate matter which you might know of as pm10 pm 2.5 and others as well but particulate matter and then of course you have your secondary pollutants those are going to be those that have undergone some sort of a chemical reaction right so typically once it's released to the atmosphere it's going to undergo a reaction with sunlight driving it or with water or with oxygen in the air and that's going to turn into something else that we don't want
• 12:30 - 13:00 and can that is a negative effect so some of those can be ozone forming at the tropospheric level down where we are photochemical smog which involves ozone involved and volatile organic compounds acid rain or acid deposition and then several others too that we'll mention as well so here's a brief diagram so you can see what we're talking about that's the air pollution primary and secondary and the different sources but what i want to show you here is let's
• 13:00 - 13:30 take a closer look at this one because this is an important diagram not to say that you'll get this diagram on the test but honestly if you can look at something like this and you can practice pinpointing and saying okay carbon monoxide primary pollutant uh o3 which is ozone secondary pollutant that's good practice for you so if you can go and look at that that'll help and then one thing i do want to point out is that there is also pollution that comes from nature so when a volcano erupts when you have radon in your
• 13:30 - 14:00 in your bedrock and your home those are primary pollutants that um come from nature so it's not all anthropogenic so that's one thing to think about and then of course you know remember what the sources are and whether that source is also stationary or mobile the primary driver for anthropogenic air pollution is going to be two things uh energy combustion in the form of a factory or a
• 14:00 - 14:30 coal fire power plant those kind of things or a vehicle so if you want to review some of this and look a little closer you can look at ap daily video 7.1 okay so that should help you out uh kind of narrowing down which ones are primary and secondary then from here you can look at photochemical smog so here we're going to start looking at some of the different combinations of these primary pollutants and what they form so smog is going to be a big one now this is a complex process so i highly
• 14:30 - 15:00 recommend uh going back and looking at your ap daily videos but to make it as brief and as simple as possible the nox chemicals right the nitrogen oxides they end up mixing with volatile organic compounds vocs and again vocs are those types that basically they go from they vaporize very quickly right and so when they're in sunlight they form these other pollutants and smog tends to be one of the big problems with this now
• 15:00 - 15:30 a couple of characteristics about smog to remember those nitrogen oxides they form in the morning and then they peak in the afternoon later in the day and that ends up also being a big problem in the summer when you have high sunlight at its peak so that reaction ends up speeding along when you're in that summer type situation and of course water and oxygen in the atmosphere can then react with the volatile organics
• 15:30 - 16:00 and the nox chemicals and they can form tropospheric ozone they can form what are called pans or peroxyacyl nitrates and then acid deposition can also happen from this as well because water with these other chemicals forms those acids and that's the other big thing is acid rain formation those nitrogen oxides and the sulfur oxides they will combine with water and to give you anthropogenic acid rain right and so those can come from areas
• 16:00 - 16:30 where there's a lot of culverting power plants you're going to see big problems like acidification of soils corrosion of structures and one way we can fix this problem and you're going to see there remember they're always asking for solutions so one solution to this acid rain issue is going to be addition of limestone limestone can neutralize this and mitigate those problems so that's a big word to know as well mitigate means to slow it down or stop it and so this is
• 16:30 - 17:00 what happened back in the 70s before the clean air act took cold you had photochemical smog and that's new york city in 1978 and of course here's a brief picture of the acid rain pathway now i would recommend going back and looking at the ap dailies to make sure that you note that it's going to be a chemical reaction of no 2 or so2 combining with water to form either sulfuric or nitric acids so important
• 17:00 - 17:30 ones to to show when it comes to that so and that's going to be where there's high industry high number of vehicles as well okay and then carrying on here another one that's a good process to note when it comes to pollution is going to be thermal inversion thermal inversion occurs when you have these normal temperature gradients getting [Music] kind of reversed and what happens is you end up trapping a lot of pollution close by so we'll show you that in a second
• 17:30 - 18:00 and so the pollution is close to the surface and ends up you know polluting these really high city areas and then of course another big one that gets kind of overlooked is indoor air pollution okay these are basically pollutants that come from our own indoor building environments they're either man-made or they can be natural so if you look right here here's our list carbon monoxide mold vocs nitrogen oxides those can be anthropogenic whereas things like are in
• 18:00 - 18:30 asbestos as well whereas things like dust smoke or radon are natural air pollutants as well so radon is in the bedrock of your of homes where they have basements and things like that so um if you look at it right here so these are your typical normal situations right here on the right okay the hot air rises it cools off and with it goes the air pollution that's the gray or black dots there and then a thermal inversion is going to cause this area of hot air to kind of
• 18:30 - 19:00 trap right here because of all the heat generated from the city and that's going to trap the cooler air and with it the pollutants so that's going to be a really high likely area for more smog and other pollutants to collect and then of course in the house you can have many different locations where you can get quite a bit of air pollution so you can have from your household appliances from your stoves you can end up with radon from your basement
• 19:00 - 19:30 mold can build up if water leaks in so again definitely something to look in there and one thing i do want to make a note of i mentioned it a couple times but make sure you remember when we talk about air pollution there's only one place this happens this happens in the troposphere so that's where we are that's where we're breathing that's where the pollution is okay and then when we're talking about atmospheric pollution here another one you might not think of is noise pollution okay so noise pollution is where you're
• 19:30 - 20:00 going to get a lot of physiological stress from loud noises um things like that some of the questions we're going to focus on today actually focus on this problem um and it can mask things for animals like hunting and communication for species and it's going to really disrupt migratory roots with you know things like whales and dolphins that are always on the move you're going to see an example of that in just a moment and so our anthropogenic activities can be things like transportation construction industrial and domestic
• 20:00 - 20:30 domestic activities like driving your car around or things like that so those noises can build up and so there's a certain tolerance level for species so every species like here's an example for us is our threshold of hearing is that 0 or then we get to about 130 that's where we get to that threshold of pain and then you can see things like jets taking off jackhammers trucks passenger cars even quiet rural settings and quiet living rooms have a little bit of
• 20:30 - 21:00 background noise and so how does this work with uh biological organisms is well for example in the ocean if you've got small whales or dolphins or things like that the sonar that we put down there is going to go into the 250 decibels you're going to end up with air gun arrays hydrophone arrays propellers mechanics and then seismic surveys right those are all going to mess with those and can cause physiological stress and mess with their migratory roots [Music]
• 21:00 - 21:30 particularly okay and then from here um of course we always try to talk about the solutions to this that's a big deal in environmental sciences not always gloom and doom is we sometimes want to we always want to get to the how do we solve the problem well there's general methods to solving the problems of air pollution and in our case we're talking about regulation right if you regulate if you have alternative fuels and of course if you do conservation practices on your own
• 21:30 - 22:00 that's how you're going to be able to bring this problem to heal so to speak right and then technology is going to reduce that air pollution so there's many different forms like i mentioned i i highly recommend that you go into ap daily and look at these in detail but we're going to mention them all briefly so we've got vapor recovery nozzles catalytic converters wet dry wet and dry scrubbers and electrostatic precipitators so these are all methods to reduce things like particulate matter sulfur oxides
• 22:00 - 22:30 carbon monoxide all these things so if you look right here this is a catalytic converter i know it's a little hard to see but this would be like unburned fuel nitric oxide nitrogen dioxide carbon monoxide the catalytic converter what it does is it undergoes several chemical reactions and it turns these into quote unquote harmless chemicals right so we get nitrogen n2 we get carbon dioxide oxygen and water coming out of course carbon dioxide is still a greenhouse gas but at least it's not a pollutant that can
• 22:30 - 23:00 get you sick right another one that's not as common that to note is going to be the vapor recovery nozzle right so gasoline itself is a volatile organic compound it vaporizes really quickly and so one way that we can get that collected and make sure it doesn't end up in the atmosphere to contribute to photochemical smog or formation of ozone is by putting a little cover and collecting the vapor as it is getting pumped into the vehicle so you make room in your tanks for vapor
• 23:00 - 23:30 and liquid since it's a volatile organic and that little nozzle collects it as it goes and then a quick note on this is we do want to mention some of the legislation tomorrow in tomorrow's powerpoint and the next one we're going to be talking about legislation but just a brief note that when we're talking about atmospheric pollution that's going to regulate the clean that's going to be regulated through the clean air act by the epa
• 23:30 - 24:00 okay so science practices one thing i want to point out today is that i love these later units when we're talking about uh seven eight and nine these units basically lend themselves to all the seven science practices so remember these practices are going to be concepts visual representations text analysis looking at scientific experiments looking at data analysis mathematics and of course environmental
• 24:00 - 24:30 solutions now all of these units can lend themselves to more practices more than others um but generally they can be expressed in any of them and so i want to show you how many we're going to go over today and the questions we have so we will look at text analysis a couple of those you're going to see a couple of data analysis you're also going to be looking at a lot of visual representations today and then also environmental solutions and we're going to just to top the cherry on top we're going to throw
• 24:30 - 25:00 in a little scientific experiment as well so lots of science practices you can see here five of the seven covered in the few questions we're gonna go over so that's why once you get to these later topics you know they they basically synthesize all the other things that we've learned so you're going to start to see some of those more challenging type questions so let's look at an example or several examples here and so we're going to begin with the multiple choice a simple one on visual representation so let's look if
• 25:00 - 25:30 we have an important phenomenon that plays a role in air pollution episodes is illustrated in the diagram above what important phenomenon is it so again with these simple ones briefly in your head ask yourself right what's it asking for right what's the diagram depicting get a good look at it see it's got warm air cold air a mixing depth and then something that's preventing that cold air from going up and then of course if there's any terminology or hints in the question so sometimes they're in there and they're
• 25:30 - 26:00 easy to find you just have to look and then at the end what if you still don't know it remember our advice is always especially for the multiple choice put something down because you can afford yourself points that you might not if you just leave it blank so again we're asking for a phenomenon we're looking for something like that we know that it's going to play some sort of role in air pollution so using those key terms given the choices now we can look and say which one of these could this be we have albedo
• 26:00 - 26:30 we have the greenhouse effect we have inversion and then we have heat island effect so right here you ask yourself okay which one of these is a phenomenon so they all are looks like phenomenons but related to air pollution so you know right here albedo if you if you've studied a little bit in those previous units you can say well albedo is not really a air pollution phenomenon that's more of a climate change and reflection of heat and light greenhouse effect same thing it's going to be a trapping of heat on the planet and then
• 26:30 - 27:00 we get to inversion and heat island effect right so here heat island effect is semi-related to the thermal inversion but in this one we're talking about collection of air pollution so because it's air pollution the answer for this has to be inversion so be prepared to see those they look simple and pretty innocuous but then you know these visual ones they can get you so um don't forget to read the text and be analytical while you're going through these what we call the
• 27:00 - 27:30 simple ones as well okay and so from here let's look at the meat and potatoes today the text analysis this is the tough stuff okay these are new um and so this one right here is going to be about noise exposure and public health now i want you to see how much reading you have to do here because unfortunately we can't go back to the slide a bunch of times because it's so much like take a look right so basically what this is is exposure exposure to noise constitute a health risk sufficient
• 27:30 - 28:00 scientific evidence that the noise exposure can induce hearing impairment hypertension and heart disease annoyance sleep disturbance and decreased school performance for other effects such as changes in the immune system and birth defects the evidence is limited most public health impacts of noise were already identified in the 1960s and noise abatement is less of a scientific but primarily a policy problem a subject for further research is the clarification of the mechanisms
• 28:00 - 28:30 underlying noise-induced cardiovascular disorders and the relationship of noise with annoyance and non-acoustical factors modifying health outcomes a high priority study subject is the effect of noise on children including cognitive effects and the reversibility noise exposure on is on the increase especially in the general living environment both in industrialized nations and in developing world regions this implies that in the 21st century noise exposure will still be a major
• 28:30 - 29:00 public health problem so that's a lot right so as you can see what is this this is skill number three this is text analysis so what i recommend is if you're watching this on youtube live right now you can pause this and take a minute to read it and then catch up in just a moment or if you're watching this later you can pause it now and take a minute to read it because this is a lot and we won't be able to go back to it while we look at the questions so there's some highlights i want to point out here the first one is these are going to always have some sort of a claim so just like we do the free
• 29:00 - 29:30 response with the claim and evidence and of course if you do the claim evidence reasoning in your school they're going to be asking us to look at scientific evidence here right and so what is it what are we doing with the scientific evidence we're finding out that exposure of noise can induce things like hearing impairment but there's some things like the immune system and birth defects where evidence is limited and then from here we can identify that they're saying it's no longer a scientific problem but it's a policy issue
• 29:30 - 30:00 and then from that point we know that there's some relationship with annoyance and non-acoustical factors right that can modify health outcomes and that there's a major public health problem no matter what type of nation you're in whether you're industrialized or developing a nation okay so from here i want you to keep this in mind like i said if you have to pause it and go back to this slide it's important because next is going to be the question so keep which we just wrote what we just highlighted in mind
• 30:00 - 30:30 and let's think about it which of the following best describes the authors why the authors do not claim that noise exposure induces birth defects so again let's ask ourselves what are we asking for right it's asking us should we go back and read the passage i highly recommend that yes right go back and read so that you understand this and again you have limited time so you know do your best on this if you're doing the digital exam and you can't go back you know do your best and try to answer
• 30:30 - 31:00 but what were the author's claims that's why during the first read of it be analytical and circle the claim on there and say this is a claim they said this is another claim and so on that way you can reference it quickly and then were the birth defects mentioned at all yes they were in one of the claims and from there you can then make the choice of all right well let's start looking at the different choices so there is sufficient evidence the exposure to noise induces some
• 31:00 - 31:30 health risks in humans there is insufficient evidence to support the noise exposure um induces birth defects in humans noise exposure can induce hearing impairment and decrease school performance and then high priority study subjects are those the effect of are these the effective noise on children so in other words why don't they claim something so we've got to look at these and say well if we think back and if you go back to the text the answer for this one is that there was not enough evidence
• 31:30 - 32:00 to suggest that in that noise exposure is causing birth defects so you have to keep that in mind to be analytical when you read if you had if you're analytical the first time you won't have to go back as many times okay then we look over here at multiple choice two which of the following best describes why the authors claim that reducing noise exposure is currently more of a public policy problem than a scientific problem so at this point we then look at it and go all right well
• 32:00 - 32:30 read the passage again look at the claims that you need to and then read the passage after you look at the evidence again right once you've done that again and you can see where things are you'll start to understand all right well i gotta put an answer down okay and it's better to put something down if you're not sure about it or if you're running low on time if you've spent a minute or two staring at the prompt at the text analysis and going oh man i can't do this then give it your best shot because that's what you need so again we're
• 32:30 - 33:00 describing the claim that we are in fact going to be reducing noise exposure as a public policy thing so is this sufficient scientific evidence that noise exposure can induce hypertension heart disease the relationship of noise with annoyance that negatively impacts humans or human health is a subject for future research most public health impacts of the noise were already identified in the 1960s or it's unclear whether negative cognitive effects are reversible one
• 33:00 - 33:30 human so if you look right here you know there's only one real answer saying why is this a public policy one and that's because that's answer seeing so what they're doing is they're throwing in claims to try to get you to say yeah that's a claim that's a claim that's a claim and try to pick one so as a distractor but instead you have to again always always always what is the question asking and then from there you can go on so keep that in mind with the text analysis okay so now we're going to go through a couple of free response models
• 33:30 - 34:00 looking at question two types right so this one's gonna have a lot so let's look at it all the diagram is illustrating several the relative economic costs of air pollutants so it's either sulfur particulate matter ammonia volatile organics and nitrogen oxides and they go from minimal to very high and so looking at this we can say based on the information describe the pattern of the economic costs associated with so2 describe the solution for reversing the pattern of
• 34:00 - 34:30 economic damage for pm 2.5 in the eastern u.s using the information on the map describe the area where the u.s would likely experience high levels of acid precipitation identify one of the map pollutants and explain the amount of sunlight and location uh would lead to its pattern of economic damage how those and then a farmer in the u.s believes that reducing kfos at the farm will reduce emissions of one of the mapped air pollutants identify
• 34:30 - 35:00 um identify one of the mapped air pollutants the farmer could accurately be thinking and will be reduced and then make the claim using evidence that supports this assertion um so that's a good point we mentioned earlier uh could you answer with one word you could but then see them make the claim you have to flesh that out more so that's a good little side note there and then some aggro agricultural practices emerged from the green revolution that could have contributed to the air pollutants shown on the maps while others did not negatively impact air pollution
• 35:00 - 35:30 identify and describe one method that emerged during the green revolution that would not contribute to air pollution but it still affected the diversity of species as crops planted as crops and make a claim that proposes a solution to the problem identified in part f and then for the solution in part g describe one disadvantage for or unintended consequence that could result from the solution oh that's a lot right so relax take it one step at a time this is going to be more of that realistic
• 35:30 - 36:00 type question with all those extra parts and you see it's got to make a claim identify describe explain so lots to flesh out here so let's go through it okay so based on the map information describe the pattern of economic costs associated with associated with so2 and then describe a solution for reversing the pattern of economic damage for pm 2.5 in the eastern u.s so there's the map again so keep an eye on that and then let's look at the possible patterns for economic costs in so2 so
• 36:00 - 36:30 we're looking here and we see there's a bunch of really high spots here so the best way to answer this is that it obviously it impacts all the us so you wouldn't get it wrong if you said that because they're all in modern low to high right or moderate to high but you could also say that it's concentrated around city areas you could mention the cities like houston atlanta la or san francisco now bear in mind you might get that wrong if you say the wrong city you know so know your area so if you look over here texas and you're like oh that looks like el paso
• 36:30 - 37:00 then you probably won't get that point so just bear in mind too much information might hurt you and then economic costs are less around the mid midwest and the great plains so you can talk about how those might not be as big of an issue or at impasse the impacts the east coast and west coasts are greater on those right and so other possible solutions here for letter b for pm 2.5 you have to look at this one up here and
• 37:00 - 37:30 you see right there pm 2.5 is going to be well how do you fix that well don't burn lower grade coal right because that's going to leave a lot of particulate matter into the air reducing coal burning by switching to renewables so basically moving off of fossil fuels and again you can reduce coal burning by switching to a more cleaner fossil fuel meaning that it won't release as many particulate matters now don't say the word cleaner you have to switch you have to save the switch to natural gas and then describe why that won't
• 37:30 - 38:00 release as much ash from those from the burning of that and then of course as you mentioned in our notes earlier is install scrubbers or precipitators or another one is called a bag house filter so you can use those to reduce that or you can increase electrical vehicle use because those are going to be primary that's going to be a releaser of that pm 2.5 okay and then again let's go through the rest of this using the information
• 38:00 - 38:30 describe the area in the u.s that would most likely experience high levels of acid precipitation identify one of the map pollutants and explain how the sunlight location of the sources are going to lead to a pattern of economic damage and then identify one of the mapped air pollutants that the farmer could actually accurately be thinking about with cafos and make the claim using evidence that supports so there it is right so there's our maps again they're getting smaller and smaller because the answers are more and more and so our high acid precipitation areas
• 38:30 - 39:00 what are we noticing about those well that's going to be northeastern eastern midwest where there's high nox or sulfur dioxide is high you're going to need be near major cities where those two chemicals are high as well or and then for letter d you can identify the uh problems like vocs or knox and then explain how they're going to be a problem well uh voter motor vehicles in california or the midwest they're going to form a lot more of that
• 39:00 - 39:30 photochemical smog right and that's where the areas are more concentrated over here on the vocs and the nox as well as the nitrogen oxides and so reducing kfos is going to reduce the nox chemicals or ammonia or vocs or pm 2.5 so you take your pick on which one you want and then you give a good example so it's going to be a reduction in animal waste and stored grains they're going to reduce the nox and the ammonias as well as some of the vocs fertilizers as well are going to reduce those
• 39:30 - 40:00 uh nox and ammonia and vocs and then of course the livestock themselves won't be moving around so much dust for the pm 2.5 so and the stored greens also for the 2.5 as well okay and then finally those last portions here what are the agricultural practices that identify and describe one that has affected the diversity of those species make a claim that proposes that solution for the problem identified and then from
• 40:00 - 40:30 there uh identify identify the describe the advantage or dis or disadvantage excuse me or the unintended consequences of those so when we look at that one right there now we can kind of flesh these out so i like these because they they build on each other so it's not only are you just doing one thing and then moving on to a different question it's building upon it right so things that were involved in the green revolution they contribute to air pollution but are still bad
• 40:30 - 41:00 for for diversity that's going to be higher yields gmos they've made them more susceptible to disease molar cultures have decreased biodiversity and then for solutions to this right how do you fix the problems we just presented so that's why it's always important to note solutions at that point you could say well there's heirloom varieties that you could use maybe you could do inter-cropping or crop rotation so we're not keeping it all the same or you can use non-gmo varieties
• 41:00 - 41:30 and again you want to be analytical thinkers so there's always downsides to things so problems with g are going to say well you're going to get heirloom varieties that might not be resistant to disease and then the cost for crop rotation or non-gmos is typically prohibitive it's too high right so looking at that what science practice did we did we see in this question well we saw some visual representations and of course they were asking us for
• 41:30 - 42:00 solutions so bear in mind that's the kind of stuff you're going to see now there's a lot of information there to look at you can go back and look at topics 5.3 and 7 for ap daily you can also look at in unit 7 here 7 1 7 6 and 7. so those are going to be helpful so i think we have time for one more let's continue on and do another practice frq so this one's going to model question one with the scientific experiments so as you can see there's going to be another hefty one so let's get through this one describing the effect of acid deposition
• 42:00 - 42:30 on trees in the forest ecosystem and then it talks about scientists and how they designed an experiment looking at ph values in red spruce and they looked at soil samples of the same size the same ratio sand silt clay and the amount of water that was displayed in the soil samples for a week all they changed was the ph so throughout they measured the condition of the toxic forms of aluminum in soil samples identifying the scientific
• 42:30 - 43:00 question that they were investigating identify the dependent variable explain how the results of the experiment would change if the soil sample contained higher concentration of limestone so right there look at our key descriptor words describe identify that's how we begin and then from there we're going to identify and start to explain stuff so let's look at it what's going to be the effect on acid deposition of trees well it's not like the movies it's not just going to like wear the tree away down to a knob
• 43:00 - 43:30 instead you're going to get needles and leaves turn brown and yellow they're going to fall off and seed production might not work out okay for letter b that's in parts here but b one is going to be identifying the question does the ph level affect toxic forms of aluminum so they were measuring aluminum so you knew that's part of the question it's not just going to be about the ph level so you got to make sure to read the prompts make sure you read the entire question before you get to that point then the tests for the data collected
• 43:30 - 44:00 from the soil are going to be how we are our dependent variables and then we mentioned this in the notes earlier limestone's going to buffer that and the ph won't go down as fast or it won't go down at all so that's going to neutralize that acid okay so again it looks complex but it's not as bad as it seems and let's look at the rest of this so taking a look at graphs right this is an important thing to note and so i want you to see here for graphs
• 44:00 - 44:30 you have to be able to ask yourself some questions number one is what's the x-axis we see the time right ph of rain water and coal consumption are on here and the y axis is over here that's going to be the coal consumption so we know that these white circles are going to be over here on the left side and the dark circles are going to be on the right side so that's the third axis you know those of you who are math people you might be able to say this if i'm saying this wrong it's i always call it the the z axis but it could also be the other y-axis so i apologize if you're a
• 44:30 - 45:00 math person and you're like oh he doesn't know that what's wrong with him sorry my bad and then of course the thing i always tell my students and i want you to look at here is what's the story here right and so from what i can see our ph is going up and why is it going up well maybe not why but at the same time our coal consumption is dropping so that's a big and important thing to think about right so that's a basic one-liner what's going on and so now with that we can start
• 45:00 - 45:30 getting ready to jump in a little bit to the next one and if you want to see some more of this that's topic 7.7 and then from here okay we've got our basic free response model let's look at the rest the researchers found many of the spruce had recovered by acid deposition they were basing their research on a hypothesized hypothesis that coal-fired power plants were likely a source of the pollutants that led to acid deposition in the red spruce
• 45:30 - 46:00 so to test it they researched the consumption uh and the ph which is what we saw in the graph and then they looked at the data and they want you to ask you to describe this right what is the trend of ph of rain water from o1 to 18 and then identify the year with the highest coal consumption and describe how that pollutant is released at the combustion of coal and then over here now we get to four which is going to be describe how a scrubber removes those and then explain how the data in the graph is supporting the hypothesis
• 46:00 - 46:30 that they came up with and then identify another source of the gases that cause the acid deposition okay so there's our graph like i said it gets smaller because there's so much information here but again if you look at the graph first and tell the story we've already answered a lot of these questions so from 01 to 18 we already mentioned that and the trend was the ph increased rain water became less acidic as another way to say that okay for two what's the year with the highest coal consumption you just look
• 46:30 - 47:00 at coal see right there it's up top okay that's o1 for letter three they're asking us on here what's the pollutant released and what does it do well we mentioned this earlier the nox and the water make nitric acid or the sox or the so2 make sulfuric acid you can also write a chemical formula for this but be mindful about putting a chemical formula with incorrect information you might not get points so i always like to use the words make it make sense that way
• 47:00 - 47:30 and then for c4 water passes through to neutralize and remove the so the sox chemicals that's what a wet scrubber does for the most part and then letter d here is the fossil fuels from motor vehicles or manufacturing or biomass burning or volcanic eruptions those are going to be included here okay and so one thing i want to point out here is when we're looking at these models
• 47:30 - 48:00 notice how it assess so much stuff right all in one and so this one question looked at practice four practice five and practice seven all together so just keep that in mind as we get to the these later units seven eight and nine they just they start piling up a little more so just be prepared for that so what should we take away here in our last couple minutes well uh thinking about yesterday same things uh things to remember of course is practice the multiple topics and
• 48:00 - 48:30 skills go to ap daily use those as much as you can even those of you who are challenging the test you can at least see on ap daily the videos and the examples we put in there and then of course those content videos are going to be your your data mining you should be looking in there and getting as much as you can out of it and of course know what you're supposed to know the content and how you're supposed to show it in those science practices so be mindful of how that's going to look and of course be careful reading the
• 48:30 - 49:00 prompts and look at stuff ahead because you might earn some context clues uh and get get yourself an advantage on answering those you might already have the answers like we looked at the graph we saw in the graph the story and then what happened they asked us the question right about what the story was and then remember the basics of text and visual analysis and so those are going to be read the prompt always read the prompt and then for those scientific method type questions that question uh two their question one excuse me is
• 49:00 - 49:30 what's the main claim what are they looking at and that's also in the text analysis too and for visuals what's the story tell me the story of the graph in your head and then you can answer questions way easier and for multiple choice always put down an answer no matter what especially if you're in a time crunch for the free response study the basic principles of the scientific method that's going to be really important for that question one and so um let's see what you know let's
• 49:30 - 50:00 see if you're paying attention if you've got some of the stuff you can test your unit 7 knowledge here we have a link for kahoot so if you want to copy that down or get that pin number you can and that will help you out covering this powerpoint so this one's got about 14 questions on it so that'll help you out a little bit and then of course please please please you can look at the previous cahoots and we've also included a couple of video guides from last week's videos and we'll be including some more as we go along so keep checking those
• 50:00 - 50:30 as you go and using it for practice and then please we ask you to give us some feedback that way i can cater to this more and make sure that we cover the stuff that we need to so please do that and so i want to say thank you again very very much i appreciate you guys uh coming in and watching this and i hope to see you again or hope to have you watch again tomorrow thank you