Environmental Technology I 2009-2010
Class Profile One section of Environmental Technology I, with a cap size of 32, constitutes 2 semesters in length, where a semester is the equivalent of 60 hours of instructional time. Each semester will award a student with 5 credits for a “g” elective course.
Course Prerequisites The prerequisites for Environmental Technology I include a grade of C or better in Biology and Chemistry, or a passing grade of C or better in Biology and concurrently take Chemistry.
Course Overview Environmental Technology I is an upper-division science elective focused on water and energy literacy, as well as workforce readiness skills, in preparation for actual career opportunities. The curriculum will address academic standards across the sciences (Biology, Chemistry, Physics, Earth Sciences, and Investigation and Experimentation), Health, English, History-Social Science, and Career Technical Education, as well as National Educational Technology Standards. The overall curriculum focuses on the water, energy, and sustainability components of Environmental Science, while reinforcing English language development and math through real-world application. Each semester is divided into approximately seven modules of 2-3 weeks in length. Each module is project-based and students will complete mini-sustainability projects related to water and energy. Technology will play a critical role in the development and delivery of the courses as students will be utilizing a multi-campus, e-class platform to fulfill various parts of the coursework, daily view the components of each module, as well as interact with other Environmental Tech classes throughout Los Angeles. Students will also participate in at least one field trip per semester to further enrich the learning experience by exploring various water and energy systems, both in their natural states and in industry.
Goals Environmental Technology I, as supported through the Infrastructure Academy, combines a rigorous academic curriculum, service learning, and preparation and placement into jobs, with the focus on the “green” field. This innovative program design retains the rigor, relevance, and relationships of quality instruction while ensuring that student learning is meaningful to students and provides them with skills that are useful in the real world. The focus is to meet the following goals: 1. Provide academically rigorous Science, Technology, Engineering, and Math (STEM) education that expose high school students to infrastructure industries and green careers. 2. Develop workforce readiness skills and the motivation to succeed in college, an apprenticeship, or a job in the green economy 3. Provide opportunities for youth employment and internships as students perform meaningful work greening their schools and communities 1 Infrastructure Academy: Environmental Technology
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4. Develop a fundamentally better model for high school instruction that combines the best of service learning, school to work, and technology-enabled instruction
Training and Preparation Infrastructure Academy Fellows (participating teachers) will receive three weeks of intensive professional development in August and January to understand the pedagogical approach, course content, and resources.
Partnerships The Environmental Technology I curriculum is supported through the Infrastructure Academy, a non-profit organization whose mission is to “build a pipeline of diverse, well-qualified young people for the career opportunities of the green economy.” The Infrastructure Academy is supported and/or financed by the office of Los Angeles Mayor Antonio Villaraigosa; industry partners include the major utilities of southern California (the Los Angeles Department of Water and Power, The Metropolitan Water District, The Gas Company, and Southern California Edison); labor associations include the California Building Trades Council and the Los Angeles Federation of Labor; educational institutions include the California State University, Los Angeles; environmental institutions include the Mono Lake Committee and Green L.A.; amongst many other policy, regulatory, and advocacy organizations and industries.
Teaching and Learning Resources • •
An e-class platform means will be utilized with posted articles and videos, worksheets, projects and labs, and exams. Some lab kits and materials are provided from the Metropolitan Water District and Los Angeles Department of Water and Power teachers’ resources.
Topic Outline I. Water (50% of whole) a. Sources of Water (20%) b. Water Conveyance, Distribution, and Treatment (15%) c. Landscape and Urban Agriculture (15%) d. Piping and Irrigation (10%) e. School Water Usage Analysis and Conservation (15%) f. Watersheds, Wastewater, and Water Pollution (15%) g. Global Water Issues (10%) II. Energy (50% of whole) a. Fossil Fuels and Climate Change (15%) b. Intro to energy (20%) c. Renewable Sources of Energy (20%) d. Energy Generation & Distribution (15%) e. Building and Products (15%) f. Energy Efficiency and Conservation (15%)
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Course Planner SEMESTER 1: Infrastructure Systems Module 1A: Introduction: Natural Resources and the Built Environment • The Infrastructure Academy: Expectations and Norms for the course • Raw materials, production, use, disposal • Economic externalities and the Tragedy of the Commons • Environmental standards and regulation • Sustainability • What is green? • Green jobs Module 1B: Fossil Fuels & Climate Change • Analysis of fuels energy and carbon output • Carbon usage (including carbon footprint) • Global warming effects and scientific evidence • Scientific process Module 2: Intro to energy • Definition of energy • Ohm’s Law • Sources of energy • Electricity • Fuels • Measurement Module 3: Renewable Sources of Energy • Types of renewable (wind, solar, hydro, biomass) • Growth projections for renewable energy Module 4: Sources of Water • Hydrologic Cycle • History of water and Los Angeles • LA Aqueduct, Colorado River, State Water Project • Desalinization • Graywater Module 5A: Water Conveyance, Distribution • Engineering • Water movement • Aqueducts, reservoirs, water pipes • DWP and water careers
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Module 5B: Watersheds, Wastewater, Water Pollution, and Treatment • Local watersheds • Water pollutants • Residential vs. industrial waste • TMDLs in local water channel • Sewer system • Water quality levels into Bay • Reclaimed water Module 6: Energy Generation and Distribution • AC and DC power • Transmission grid • Smart grid • Distributed generation • Energy careers • Principles of combustion pressure SEMESTER 2: Solutions and Strategies Module 7: Landscape and Urban Agriculture • Types of plants and water usage • California friendly plants • Analysis of types of plants on campus • Agriculture vs. residential vs. commercial use of water • Green roofs • Organic vs. pesticide farming Module 8: Piping and Irrigation • Plumbing • Equipment and materials • Plumbing career opportunities • Sprinkler systems • Data analysis and tweaking • Drip irrigation and bubblers Module 9: Energy Efficiency and Conservation • Residential energy usage • Energy efficiency opportunities • Obama Plan Module 10: School Water Usage Analysis & Conservation • Quantitative school water usage analysis • Personal water usage analysis 4 Infrastructure Academy: Environmental Technology
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School water audit
Module 11: Building and Products • Architecture, construction, maintenance process • LEED Standards • Products and appliances • Refrigerator exchange program Module 12: Global Water Issues • Water scarcity • Impacts of Climate Change • Water Pollution and Treatment Solutions
Lecture, Small-Group Activities, Afterschool Work As the Environmental Technology I curriculum focus is on collaboration, researching, service learning projects, and labs, lectures will be kept to a minimum, approximately, 1-2 hours per week. The main focus of these lectures is to go over appropriate PowerPoints. Problem solving, design projects, and Internet research are the basis for both small-group and independent activities, which provide the opportunity for brainstorming, application, and synthesis of material from lectures and reading assignments. The groups must present their findings to the rest of the class when and where appropriate. Occasionally role-playing activities are employed to emphasize the many viewpoints and professional opinions involved in making environmental decisions. Environmental Technology I is recommended to be placed as the last period of the day as class time may need to be extended occasionally to complete labs, projects, and research; some labs take 1-3 hours to retrieve results. [Personal conflicts due to jobs, family obligations, etc., will be worked out between class and student, group and student, or teacher and student, as seems appropriate at the time.]
Service Learning Component Each module includes hands-on projects where students conduct research, analyze data/findings, construct something, perform community service, or deliver instruction to others. Each semester, students will complete four, 3-hour labs after-school or on Saturdays. Each module will consist of mini-sustainability projects on campus or in the community.
Sustainability Project Each Fellow will select a local sustainability project for his/her class to complete. Each project will marry together different topics (including water, energy, writing, math, teamwork, and leadership) and will produce a tangible deliverable that provides a benefit to each school or community. Projects should also involve external parties to foster student-adult interaction and develop student skills and experience.
Technology Component 5 Infrastructure Academy: Environmental Technology
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Technology plays a critical role in each of the learning phases: inquiry and research, creation of content, collaboration and communication, and exhibition. learn.infrastructureacademy.org has been created to support both students and teachers in the course. Moodle, an open-source, web 2.0 learning management system (LMS; currently the online education format of choice by UCLA professors and other web-based education programs internationally ), will serve as the backbone for these courses and will enable the online learning community. This site will provide the following functionality: • Online repository of all assessments and learning objects (text, videos, and other instructional resources) • Online formative assessments – standardized across all sites • Management of student information, e.g. contact information, grade information • Exhibition of student projects online In addition to the LMS, two other technologies will be critical: Authoring Tools • Students will author content that matches specific learning needs of individual students as student projects/deliverables • Easy to use, readily available tools for students and teachers, e.g. iLife, PowerPoint, Windows MovieMaker • Creates output for platform-independent, web delivery Webcasting • Online communication tool to enable synchronous communication from class to class or with subject matter experts • Functionality will include sharing of slides, whiteboard, VOIP (audio), and video
Workforce and Job Readiness Component The Workforce Readiness and Leadership program and workshops will be developed and taught according to the following pedagogical principles: • Youth Engagement: Through fun, relevant activities and topics, students become engaged in the program, the coursework, and the organization’s mission. • Service Learning: Community involvement and participation play a key role in allowing students to apply what they have learned to their schools and communities and will allow for the opportunity to teach others. • Leadership Opportunities: Each section focuses on developing leadership skills, as well as allowing for students to apply those skills in school (i.e. assemblies, lunchtime activities), in the community (i.e. service projects), and at conferences (i.e. student panels). Leadership is the underlying theme in all sections. • Student Competition and School Pride: Program wide contests (i.e. public speaking and writing) and healthy competition between schools will develop group identity and will influence organizational culture. • Personal and Professional Development: The delivery of workshops and adult-student relationships all focus on youth development which allows for students to grow personally and professionally as they participate and learn in the program.
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Field trips: Site visits, field trips to industry partners, and other external trips enhance the quality of the program and allow for students to engage with participants from other schools. Assessment: A pre-assessment will be completed at the beginning of Section 1 to gage each student’s level of knowledge in the subject matter. Such assessments include the SCANS (Secretary’s Commission on Achieving Necessary Skills), CEWD (Center of Energy Workforce Development), and WRC (Work Readiness Certificate).
(September-October) Section 1: Outdoor Education and Group Culture In partnership with a camp site (TBD), students will participate in a 2 ½ day camping trip which focuses on setting program expectations and objectives, creating a safe and learning experience, establishing supportive relationships, and appreciating the environment. Students will participate in teambuilding activities and projects that help establish group culture and student buy-in. As students become engaged in various camp activities, they will begin to learn about the environment and become active participants of the program. During these months, students will also complete assessments that identify their workforce readiness and leadership abilities. Section 1 will be used as an introduction into the Infrastructure Academy, while creating a group culture that will become an ongoing tool for motivating students to successfully complete the program. (November-December) Section 2: Environmental Awareness and Communication In this section, students will begin to develop their workforce skills as they begin focusing on communicating and public speaking. Students from all participating schools will be trained in effective communication as they practice speaking in public. A contest will provide a fun space for students to showcase their skills while preparing for the Environmental Youth Conference where they can serve on a panel to discuss environmental issues. Students will also begin their first round of mock interviews with peers as they continue to practice their communication skills. In addition, students will have the option of receiving support and information to prepare them for college applications. Workshop topics will include Applying for Financial Aid & Scholarships, Writing a Personal Statement, and Developing Resumes. Students will also receive the benefit of having more experiences in their resume as they become more active in school activities. Students can slowly introduce the Infrastructure Academy to their schools as they make others environmentally aware through recycling programs and/or sustainability projects. (January-February) Section 3: Community Service and Industry Exposure In Section 3, students will be exposed to industries related to placement. Guest speakers, site visits, and field trips help introduce students to these areas. Students will be trained and tutored in preparation of industry exams. They will also have placement assessments that will help narrow down student interest and placement preference. Mock interviews with volunteers will allow for the continued development of students’ workforce readiness skills. A writing contest
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will sharpen students’ writing ability as they practice writing topics that focus on environmental issues. During this time, students will take part in a large community service project (i.e. cleaning the LA River) which will allow for media access for the promotion of the organization. School participation and involvement will continue during these months as well. (March-April) Section 4: Student Activism and Career Pathways By March, students will have a variety of leadership opportunities to present in their schools and in the community. Student-led school assemblies and projects help to introduce the Infrastructure Academy to peers and school faculty on Earth Day. These assemblies and projects will focus on engaging other youth to conserve the environment. Furthermore, students will begin to develop their career pathways as they strengthen their workforce readiness skills and start the placement processes. Students will be able to apply their interview training skills as they participate in a final interview which will allow them to gain their Workforce Readiness Certificate from LA’s Youth at Work. Ongoing placement assessments, test preparation, and career exposure will also continue during this section. (May-June) Section 5: Placement and Graduation During these final months, students will be wrapping up their placement processes and completing their sustainability projects. In an effort to narrow student interest, students will have the opportunity to attending industry orientations and shadow professionals so that they can experience first-hand the hiring process. As students become placed in internships and apprenticeships, they will be eligible to graduate from the program. If possible, students who show outstanding leadership qualities and abilities throughout the school year will have the chance to attend Youth Leadership Conferences (TBD) to further support their development.
Videos All videos and films are used in conjunction with a video quiz or a specific assignment, either a case study or a problem-solving exercise.
Student Evaluation Attendance – Behavior – Participation Workforce Skills Labs – Experiments Journal Writing – Documentation Online Coursework (Moodle) Service-Learning Projects
…10% …10% …15% …20% …20% …25%
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CALIFORNIA HIGH SCHOOL STANDARDS Applicable Environmental Technology I Curriculum I. Health A. Personal and Community Health Standard 1: Essential Concepts 1.4.P. Identify types of pathogens that cause disease. 1.6.P. Describe the dangers of exposure to ultraviolet (UV) light, lead, asbestos, pesticides, and unclean air and water; and discuss strategies for avoiding exposure. 1.10.P. Explain how public health policies and government regulations influence health promotion and disease prevention. 1.11.P. Examine ways to prevent and manage asthma. 1.12.P. Identify global environmental issues. 1.13.P. Describe the impact of air and water pollution on health. 1.14.P. Identify ways to reduce pollution and harmful health effects (e.g., by using alternative methods of transportation). Standard 2: Analyzing Influences 2.3.P. Analyze how environmental conditions affect personal and community health. 2.4.P. Discuss ways to stay informed about environmental issues. Standard 3: Accessing Valid Information 3.3.P. Evaluate current research about the health consequences of poor environmental conditions. 3.4.P. Identify government and community agencies that promote health and protect the environment. Standard 5: Decision Making 5.3.P. Apply a decision-making process to a community or environmental health issue. Standard 8: Health Promotion 8.1.P. Support personal or consumer health issues that promote community wellness. 8.2.P. Encourage societal and environmental conditions that benefit health. II. English (Grades 11 & 12) Writing Organization and Focus 1.3. Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. Research and Technology 1.6. Develop presentations by using clear research questions and creative and critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources). 1.7. Use systematic strategies to organize and record information. 1.8. Integrate databases, graphics, and spreadsheets into word-processed documents. 9 Infrastructure Academy: Environmental Technology
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Writing Applications II.5. Write historical investigation reports: b. Analyze several historical records of a single event, examining critical relationships between elements of the research topic. d. Include information from all relevant perspectives and take into consideration the validity and reliability of sources. 2.6. Deliver multimedia presentations a. Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images). b. Select an appropriate medium for each element of the presentation. c. Use the selected media skillfully, editing appropriately and monitoring for quality. Written and Oral English Language Conventions 1.1. Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage. 1.2. Produce legible work that shows accurate spelling and correct punctuation and capitalization. III. Physics A. Conservation of Energy and Momentum 2c. Students know how to solve problems involving conservation of energy in simple systems, such as falling objects. 2e. Students know momentum is a separately conserved quantity different from energy. B. Heat and Thermodynamics 3a. Students know heat flow and work are two forms of energy transfer between systems. 3d. Students know that most processes tend to decrease the order of a system over time and that energy levels are eventually distributed uniformly. C. Electric and Magnetic Phenomena 5c. Students know any resistive element in a DC circuit dissipates energy, which heats the resistor. Students can calculate the power (rate of energy dissipation) in any resistive circuit element by using the formula Power = IR (potential difference) x I (current) = I2R. 5f. Students know magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources. IV. Chemistry A. Gases and Their Properties 4c. Students know how to apply the gas laws to relations between the pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases. V. Biology 10 Infrastructure Academy: Environmental Technology
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A. Ecology 6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept: a. Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats. b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. c. Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death. d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration. e. Students know a vital part of an ecosystem is the stability of its producers and decomposers. f. Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in energy pyramid. VI. EARTH SCIENCES A. Earth’s Place in the Universe 1e. Students know the Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. B. Processes 3a. Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics. 3c. Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. *3f. Students know the explanation for the location and properties of volcanoes that are due to hot spots and the explanation for those that are due to subduction. C. Energy in the Earth System 4. Energy enters the Earth system primarily as solar radiation and eventually escapes as heat. a. Students know the relative amount of incoming solar energy compared with Earth’s internal energy and the energy used by society. *d. Students know the differing greenhouse conditions on Earth, Mars, and Venus; the origins of those conditions; and the climatic consequences of each. 5. Heating of Earth’s surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. a. Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. c. Students know the origin and effects of temperature inversions. d. Students know how to explain the properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of 11 Infrastructure Academy: Environmental Technology
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horizontal and vertical ocean currents, and the geographic distribution of marine organisms. 6. Climate is the long-term average of a region’s weather and depends on many factors. a. Students know weather (in the short run) and climate (in the long run) involve the transfer of energy into and out of the atmosphere. b. Students know the effects on climate of latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents. D. Biogeochemical Cycles 7. Each element on Earth moves among reservoirs, which exist in the solid earth, in oceans, in the atmosphere, and within and among organisms as part of biogeochemical cycles. b. Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs. c. Students know the movement of matter among reservoirs is driven by Earth’s internal and external sources of energy. E. Structure and Composition of the Atmosphere 8. Life has changed Earth’s atmosphere, and changes in the atmosphere affect conditions for life. c. Students know the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities. VII. INVESTIGATION & EXPERIMENTATION 1a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationship, and display data. 1b. Identify and communicate sources of unavoidable experimental error. 1c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. 1d. Formulate explanations by using logic and evidence. 1f. Distinguish between hypothesis and theory as scientific terms. 1g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. 1h. Read and interpret topographic and geologic maps. 1j. Recognize the issues of statistical variability and the need for controlled tests. 1k. Recognize the cumulative nature of scientific evidence. 1l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. 1m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. An example includes land and water use decisions in California. VIII. HISTORY-SOCIAL SCIENCE 12 Infrastructure Academy: Environmental Technology
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United States History and Geography: Continuity and Change in the Twentieth Century (Grade 11) 11.8 Students analyze the economic boom and social transformation of post–World War II America. 6. Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions. 11.11 Students analyze the major social problems and domestic policy issues in contemporary American society. 5. Trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates. Principles of American Democracy and Economics (Grade 12) 12.3 Students analyze the influence of the federal government on the American economy. 1. Understand how the role of government in a market economy often includes providing for national defense, addressing environmental concerns, defining and enforcing property rights, attempting to make markets more competitive, and protecting consumers’ rights. IX. CAREER TECHNICAL EDUCATION A. Agriscience Pathway C1.0 Students understand the role of agriculture in the California economy: C1.1 Understand the history of the agricultural industry in California. C1.2 Understand how California agriculture affects the quality of life. C1.3 Understand the interrelationship of California agriculture and society at the local, state, national, and international levels. C1.5 Understand the economic impact of major natural resources in California. C2.0 Students understand the interrelationship between agriculture and the environment: C2.1 Understand important agricultural environmental impacts on soil, water, and air. C2.2 Understand current agricultural environmental challenges. C2.3 Understand how natural resources are used in agriculture. C2.4 Compare and contrast practices for conserving renewable and nonrenewable resources. C2.5 Understand how new energy sources are developed from agricultural products (e.g., gas-cogeneration and ethanol). C10.0 Students understand soil science principles: C10.2 Understand how soil texture, structure, pH, and salinity affect plant growth. C10.3 Understand water delivery and irrigation system options. 13 Infrastructure Academy: Environmental Technology
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B. Forestry and Natural Resources Pathway E1.0 Students understand the importance of energy and energy cycles: E1.1 Understand the oxygen, carbon, nitrogen, and water cycles. E1.2 Understand the difference between renewable and nonrenewable energy sources. E1.4 Compare the effects on air and water quality of using different forms of energy. E1.5 Analyze the way in which human activities influence energy cycles and natural resource management. E2.0 Students understand air and water use, management practices, and conservation strategies: E2.1 Understand the government’s role in regulating air, soil, and water use management practices and conservation strategies. E2.2 Understand air and water conservation issues. E2.3 Understand appropriate water conservation measures. E2.4 Understand the component of a plan that monitors water quality. E2.5 Understand the component of a plan that monitors air quality. E2.6 Analyze the way in which water management affects the environment and human needs. E6.0 Students understand aquatic resource use and management: E6.1 Understand the different types of aquatic resources. E6.4 Analyze the relationship between water quality and aquatic species habitat. C. Ornamental Horticulture Pathway F5.0 Students understand water and soil (media) management practices: F.1 Understand how basic soil science and water principles affect plant growth. F5.2 Know basic irrigation design and installation methods. F5.4 Understand major issues related to water sources and water quality. D. Plant and Soil Science Pathway G8.0 Students understand effective water management practices: G8.1 Understand California water history, current issues, water rights, water law, and water transfer through different distribution projects throughout the state. G8.2 Understand the local, state, and federal agencies that regulate water quality and availability in California. G8.3 Understand the definition of a watershed and how it is used to measure water quality. G8.4 Understand effective water management and conservation practices, including the use of tailwater ponds. G8.5 Know water-testing standards and perform bioassay and macro-invertebrate protocols to assess water quality. G9.0 Students understand the concept of an “agrosystem” approach to production: G9.3 Understand the components of “whole-system management.” 14 Infrastructure Academy: Environmental Technology
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E. Building Trades and Construction Industry Sector Career Planning and Management 3.1 Know the personal qualifications, interests, aptitudes, knowledge, and skills necessary to succeed in careers. 3.2 Understand the scope of career opportunities and know the requirements for education, training, and licensure. 3.3 Develop a career plan that is designed to reflect career interests, pathways, and postsecondary options. 3.4 Understand the role and function of professional organizations, industry associations, and organized labor in a productive society. 3.5 Understand the past, present, and future trends that affect careers, such as technological developments and societal trends, and the resulting need for lifelong learning. 3.6 Know important strategies for self-promotion in the hiring process, such as job applications, résumé writing, interviewing skills, and preparation of a portfolio. 3.7 Understand the nature of entrepreneurial activities. Problem Solving and Critical Thinking Students understand how to create alternative solutions by using critical and creative thinking skills, such as logical reasoning, analytical thinking, and problem-solving techniques: 5.1 Apply appropriate problem-solving strategies and critical thinking skills to workrelated issues and tasks. 5.2 Understand the systematic problem-solving models that incorporate input, process, outcome, and feedback components. 5.3 Use critical thinking skills to make informed decisions and solve problems. F. Leadership and Teamwork Students understand effective leadership styles, key concepts of group dynamics, team and individual decision making, the benefits of workforce diversity, and conflict resolution: 9.1 Understand the characteristics and benefits of teamwork, leadership, and citizenship in the school, community, and workplace settings. G. Engineering and Heavy Construction Pathway B8.0 Students understand career preparation and how it applies across all standards for students planning to enter and advance successfully in the engineering and heavy construction industry: B8.1 Understand the careers that are available in the heavy construction industry, including careers in concrete masonry, ironworks, sheet metal sales and installation, plumbing, and construction technology. H. Education, Child Development, and Family Services Industry Sector B9.0 Students understand important consumer programs and services provided by energy, environmental, and resource management businesses: 15 Infrastructure Academy: Environmental Technology
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B9.2 Understand the various sources of energy available to consumers and the strategies that improve energy efficiency. I. Energy and Utilities Industry Sector A. Electromechanical Installation and Maintenance Pathway A1.0 Students understand the advantages and disadvantages of energy resources currently in use or under research that influence or will influence electromechanical installation and maintenance industry systems and processes: A1.1 Know the new and emerging energy resources in the industry. A1.2 Know the advantages and disadvantages of energy resources used in the industry and the effects of those resources on the environment. A3.0 Students understand energy extraction processes, energy conservation systems, and energy storing in the electromechanical installation and maintenance industry: A3.1 Know the practical operation of energy extraction processes, energy conservation systems, and energy. A3.2 Know the application of energy extraction processes, energy conservation systems, and energy storing methods in the industry as they relate to human needs. B. Energy and Environmental Technology Pathway B1.0 Students understand energy resources and the effects of these resources and systems on the environment: B1.1 Know how to classify various conventional energy resources by type: depletable, nondepletable, renewable, and nonrenewable. B1.2 Know the new and emerging energy resources. B1.3 Understand the advantages and disadvantages of energy resources in terms of the effects on the environment. B2.0 Students understand the environmental implications of energy conversion processes and energy transmission systems: B2.1 Know energy conversion processes and energy transmission systems as they relate to activities across the environment. B2.2 Know the basic terms, characteristics, and concepts of physical and chemical processes related to components and systems operations and maintenance in energy conversion and transmission systems. B2.3 Know the basic gas, electrical, and electronic terms, units, definitions, and concepts in energy conversion and transmission systems. B2.4 Know the influences of three different energy conversion processes and energy transmission systems. B2.5 Understand the basic principles of energy systems: chemical, hydraulic, pneumatic, electrical, nuclear, solar, wind, and geothermal. B2.6 Understand basic energy production systems and components, including the main components and system flow-paths in energy conversion and transmission systems. 16 Infrastructure Academy: Environmental Technology
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B3.0 Students understand the applications and environmental effects of energy extraction processes, energy conservation systems, and energy storing systems: B3.1 Know the common energy extraction processes, energy conservation systems, and energy storage systems. B3.2 Understand the environmental implications of energy conservation principles related to energy extraction processes, conservation systems, and storage systems. B3.3 Understand the pragmatic applications of energy extraction processes, energy conservation systems, and energy storing methods. B4.0 Students understand and apply specific career preparation and planning requirements for employment in the environmental technology industry and understand how these requirements apply across all standards for students planning to successfully enter and advance in the industry: B4.1 Know the practical and theoretical applications of voltage, amperage, and resistance in electrical circuits and systems. C. Public Utilities Pathway C1.0 Students understand the advantages and disadvantages of energy resources in use or under research that influence or will influence the public utilities industry: C1.1 Know the new and emerging energy resources used in the public utilities industry. C1.2 Understand the advantages and disadvantages of energy resources used in the public utilities industry. C1.3 Understand the effects of energy resource and conservation systems on the environment. C2.0 Students understand the energy conversion processes and energy transmission systems used in the public utilities industry: C2.1 Understand the application of energy conversion processes and energy transmission systems in the public utilities industry. C2.2 Understand scientific principles (including mechanical, fluid, and thermodynamic) and chemical functions common to energy conversion processes and energy transmission systems. C2.3 Understand the mathematical functions, including measurement scales, tables, and systems, used for safe energy conversion processes and energy transmission systems. C2.4 Understand the basic principles of electricity and electrical power required of safe and economical energy conversion processes and energy transmission systems. C2.5 Understand the basic principles of nuclear and other alternative power energy conversion processes and energy transmission systems used in the public utilities industry. C3.0 Students understand energy extraction processes, energy conservation (e.g., residential) systems, and energy storing in the public utilities industry: C3.1 Understand the energy extraction processes, energy conservation systems, and energy storing systems common to the public utilities industry. 17 Infrastructure Academy: Environmental Technology
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C3.2 Understand the application of energy extraction processes, energy conservation systems, and energy storing methods in the public utilities industry. C3.3 Know the various energy extraction processes, energy conservation systems, and energy storing methods used in the public utilities industry. C3.4 Understand the basic systems and components found in energy extraction processes, energy conservation systems, and energy storing methods. C3.5 Understand the theory and operation of basic electrical and electronic control, measurement, and monitoring components for energy extraction, energy conservation, and storage facilities. D. Residential and Commercial Energy and Utilities Pathway D1.0 Students understand the advantages and disadvantages of energy resources (e.g., nonrenewable) currently in use or under research that influence or will influence the residential and commercial energy and utilities industry: D1.1 Know the new and emerging energy resources used in residential and commercial energy and utilities. D1.2 Know the advantages and disadvantages of energy resources used in residential and commercial industries in terms of their effects on the environment. D1.3 Understand the basic principles of electricity and electrical power, including how electricity is generated and used as a power source. E. Environmental and Natural Sciences Engineering Pathway E2.0 Students study and understand the fundamentals of earth science as they relate to environmental engineering: E2.7 Know the fundamental stages of geochemical cycles. E2.8 Understand the effects of pollution on hydrological features. E3.0 Students understand the effects of the weather, the hydrosphere, and the atmosphere on the environment: E3.6 Understand the relationship between the health of the marine environment and climate control. E3.7 Understand the effects of human activity on the atmospheric environment. E4.0 Students understand how the principles of force, work, rate, power, energy, and resistance relate to mechanical, electrical, fluid, and thermal engineering systems: E4.4 Know how energy is transferred and the effects of resistance in mechanical, electrical, fluid, and thermal systems. X. National Educational Technology Standards 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
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a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.
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Published on Aug 26, 2009
This course is designed as a UC approved Science elevetive to encourage students to take a third year science course after they complete the...